Executive Function and Academic Performance among Medical Students at Enugu State University of Science and Technology, Nigeria: A Structural Equation Modelling Approach

Executive function (EF) comprises cognitive processes essential for academic success. This study assessed the relationship between executive function and self-assessed academic performance (AP) among medical students at Enugu State University of Science and Technology (ESUT). A cross-sectional design was used to examine the associations between EF components: inhibitory control (INC), cognitive flexibility (CF), and working memory (WM), and academic performance. A total of 314 medical students were selected through systematic sampling and completed an Open Data Kit (ODK) questionnaire with good internal consistency (Cronbach’s α = 0.77). Structural Equation Modeling using SPSS (SEM-GLS) and direct path analysis was employed to evaluate relationships among EF variables, AP, and sociodemographic factors. Inhibitory control correlated significantly with cognitive flexibility (r = 0.389, p < 0.001) and working memory (r = 0.587, p < 0.001), while cognitive flexibility and working memory were also strongly related (r = 0.545, p < 0.001). Cognitive flexibility showed a significant negative effect on academic performance (β = –0.463, p < 0.001). Regarding age, only inhibitory control demonstrated a significant association (β = –0.248, p = 0.003). Neither sex (β = –0.019, p = 0.704) nor age (β = 0.069, p = 0.174) significantly predicted academic performance. Among the ten reported academic challenges, the most common were being in classes students did not like (38.0%), difficulty communicating with lecturers (33.2%), and difficult courses (29.7%). The findings indicate that executive function components are significantly interrelated, suggesting close links among working memory, cognitive flexibility, and inhibitory control. Cognitive flexibility was negatively associated with academic performance. These results highlight the need to align curricula with student interests, strengthen faculty–student communication, and provide balanced academic challenges supported by adequate resources.

Key Words: executive function, academic performance, self-assessment, working memory, cognitive inhibition