Aim: The aim of study was to prediction of executive functions based on personality traits and self-concept in high school students. Methods: The research design of this study was descriptive-analysis and correlation type. In this study 140 boy students selected by In order to reach the goal of the research 120 boy high school students were selected using cluster random sampling method from schools of Tehran city. The instruments were cognitive abilities questionnaire, big five-factor personality inventory and self-concept questionnaire. Data were analyzed by stepwise regression analysis method. Results: findings showed that personality traits of neuroticism, extroversion, openness to experience, agreeableness and conscientiousness and also self-concept have significant relation with social development. These variables predicted 69 percent of variance of executive functions and self-concept had the most contribution in prediction of executive functions. Conclusion: The results are due to the importance of personality traits and self-concept variables in predicting executive functions in high school students. Therefore paying attention to this variables have crucial role in predicting executive functions.
Hoseini, J., Ashori, M., & Zarandi, A. (2016). Investigation of Relationship of the Executive Functions with Personality Traits and Self-concept in High School Students. Empowering Exceptional Children, 7(4), 76-86.
MLA
Jafar Hoseini; Mohamad Ashori; Alireza Zarandi. "Investigation of Relationship of the Executive Functions with Personality Traits and Self-concept in High School Students". Empowering Exceptional Children, 7, 4, 2016, 76-86.
HARVARD
Hoseini, J., Ashori, M., Zarandi, A. (2016). 'Investigation of Relationship of the Executive Functions with Personality Traits and Self-concept in High School Students', Empowering Exceptional Children, 7(4), pp. 76-86.
VANCOUVER
Hoseini, J., Ashori, M., Zarandi, A. Investigation of Relationship of the Executive Functions with Personality Traits and Self-concept in High School Students. Empowering Exceptional Children, 2016; 7(4): 76-86.
