Executive Functioning and Doodling Among Students

Abstract

The aim of the study is to examine the relationship between executive functioning and doodling among students. Executive functions (EFs) include various cognitive processes. The core EFs are inhibition control, working memory and cognitive flexibility. For learning, academic achievement and daily functions, executive functions play an important role. Many students involve in doodling while attending classes. Doodling may act as a facilitator to executive functions by limiting the usage of cognitive resources while one gets distracted. To examine the relation between EFs and doodling, a sample of 90 (30 in each group) was selected. Stroop Color Word Test (SCWT) and a checklist (to understand the classroom behavior, to place the students to different groups) were used. Students were divided into 3 groups-Doodling, Note-taking and Non-doodling. Stroop color and word test was conducted. The scores of the Stroop test was analyzed using statistical method of ANOVA. The result showed no significant score, which indicates no significant differences between the groups. Therefore, it was concluded that there is no significant relation between executive functioning and doodling.