Exploring the Influence of Executive Functions Deficits and School Hyperfocus on Academic Performance in a University Setting

Popa, Andrada-Olivia (2025) Exploring the Influence of Executive Functions Deficits and School Hyperfocus on Academic Performance in a University Setting. Bachelor thesis, Psychology.

Text A.O.PopaBachelorThesis.pdf Restricted to Repository staff only Download (407kB)

Abstract

Executive functions (EF) deficits are widely recognized as impairments that hinder academic performance. However, the role of school hyperfocus (SHF)—a state of intense and prolonged concentration on academic tasks—remains unclear. This study explores whether SHF mediates the relationship between EF deficits and academic performance, the latter measured by Grade Point Average (GPA). A sample of 302 first-year psychology students from the University of Groningen completed self-report measures of EF deficits and SHF, while GPA was calculated based on available grades. Analyses confirmed that EF deficits positively predict SHF and negatively influence GPA, while indicating that SHF positively predicts GPA, contradicting the initial hypothesis. The mediation analysis revealed that SHF partially mediates the negative impact of EF deficits on academic performance. A post-hoc analysis, conducted to test the robustness of the mediation results and to account for potential imbalances between sexes in the sample, tested substance use and participants’ sex as covariates, along with the latter as a moderator between EF deficits and SHF, but results remained unchanged. These findings suggest that while EF deficits impair academic success, SHF may serve as an adaptive mechanism that enhances performance while minimizing the negative consequences of EF difficulties. However, as SHF does not fully account for the link between EF deficits and GPA, future research should explore additional mediators and examine the long-term academic effects of SHF. This study provides novel insights into the role of hyperfocus in academia, highlighting its potential benefits. Keywords: school hyperfocus, executive functions deficits, academic performance, university students

Item Type:	Thesis (Bachelor)
Supervisor name:	Garcia Pimenta, M.
Degree programme:	Psychology
Differentiation route:	None [Bachelor Psychology]
Date Deposited:	09 Apr 2025 13:32
Last Modified:	09 Apr 2025 13:32
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4818

Actions (login required)

View Item