A Study of Predictive Factors and Executive Function Skills in Preschool Children in Health Region 7

Abstract

Objective :  This study aimed to assess the levels of executive function (EF) skills and to analyze the predictive relationships between child-related and family-related factors and EF among preschool children in Health Region 7.

Methods : This predictive correlational study employed a cross-sectional design. The sample consisted of 198 preschool children aged 3 to 5 years, selected using stratified random sampling from child development centers and public health service facilities in Health Region 7. Data were collected between December 2019 and May 2020. Research instruments included the MU.EF-101 EF assessment tool, developed by Mahidol University, and a demographic questionnaire. Data were analyzed using descriptive statistics, Spearman’s rank correlation, and multiple regression analysis with dummy variables. EF scores were interpreted based on standardized T-scores.

Results : The majority of participants were female (53.00%), with an average birth weight of 3,120 grams. Most had been exclusively breastfed during the first six months of life and lived in families with low to moderate income. The overall EF performance of preschool children was at a good level (above average) (mean T-score=59.30, SD=7.73), including subdomains such as such as inhibitory control, emotional control, working memory and shift/cognitive flexibility. Eight factors were significantly associated with EF levels: being female, having a normal birth weight, receiving iron supplementation, exclusive breastfeeding during the first six months, caregiver’s age, family income, a positive caregiver–child relationship, and an attentive parenting style. These eight factors jointly predicted EF levels with statistical significance (R²=0.724, p<0.001).

Conclusion : Executive function in preschool children is influenced by both individual and family-related factors, with attentive parenting identified as the strongest predictor. These findings underscore the importance of responsive family-based care and interactions in supporting EF development, forming a critical foundation for children’s adaptation and success in future social contexts.