Examining the Impact of Variations in Executive Functions on Students’ Problem-Solving Behaviors

Students’ diverse cognitive functions play a pivotal role in shaping their problem-solving behaviors, emphasizing the need to identify and cultivate these abilities to enhance learning outcomes in STEM education. Although learning variability is increasingly acknowledged, empirical research exploring the direct relationship between executive functions and problem-solving strategies remains limited. This study bridges that gap by investigating how specific executive functions influence students’ problem-solving behaviors in a puzzle-based learning environment. The results demonstrate that students with stronger working memory show greater adaptability in their problem-solving approaches, while those with enhanced response inhibition efficiently discard ineffective strategies to streamline their learning process. Furthermore, students excelling in interference resolution and cognitive flexibility exhibit methodical and strategic planning in their problem-solving tasks. These findings highlight the critical role of executive functions in fostering problem-solving skills and suggest that personalized instruction, tailored to students’ cognitive profiles, could significantly improve educational outcomes.