Executive Functions of the Brain and Their Relationship to Patterns of Causal Attribution of Success and Failure among the Fifth Secondary Students

Abstract

Abstract 

    The interest in mental abilities, the way the individual thinks, the way information is processed and the control of the executive functions of the brain, all of this is not an illusion that psychologists invoke to impose new models on the academic community. Rather, it is an educational concern that preoccupies educators in order to understand this diversity in its forms and colors among students. In order to assimilate it and deal with it, there is no doubt that academic success depends on focusing on the student’s strengths, abilities and potentials and employing them in his teaching, so that each student becomes able to make the most of the educational process.

    Therefore, the study aimed to research the executive functions of the brain in a sample of fifth preparatory students and their relationship to patterns of causal attribution for success and failure. The study sample consisted of (500)

 Students of the fifth preparatory school, and after conducting statistical operations for the data, it was concluded that there is a high degree of executive functions among the fifth students, and that there is a relationship between the executive functions of the brain and patterns of causal attribution, where the students with high executive functions were more inclined to internal success and students with low executive functions tended One of the recommendations of the study is to pay attention to the stage of study and the growth of these jobs in general, and to help students in their development, as well as directing students towards the jobs most inclined to achieve success among students, enlightening them and helping them to stay away from jobs that lead them to failure. Among the study's proposals is a study of the executive functions of the brain and their relationship to academic buoyancy, as well as executive functions and their relationship to academic self-efficacy.