Comparison of Executive Function, Working Memory, and Academic Performance of Female Students from Nuclear and Single-Parent Families

Changes in the structure and function of the family are among the most interesting topics for psychologists. A number of reasons have led to single-parent families not being nuclear. The transformation of the nuclear family into a single-parent family can impact various aspects of the children's and adolescents’ development. This research aimed to compare executive function, working memory, and academic performance of female students from nuclear and single-parent families.

The research method was a causal-comparative type. The population included all female students in the first and second grades of secondary school in the 2017-2018 school year. Eighty female students (including 40 students from nuclear families and 40 students from single-parent families) were selected through multistage cluster sampling in two stages. The research instrument included the Wisconsin Test Software (Grant & Berg), students’ averages from the previous year, and the Wechsler Memory Scale (form A) (Wechsler). Data were analyzed using multivariate analysis of variance and independent t-tests.

The results showed that female students in nuclear families scored higher than female students in single-parent families in executive functions, working memory and its subscales, and academic performance (P <0.01).

According to the research results, female students from single-parent families have lower executive functions, poorer working memory, and lower academic performance than students from nuclear families due to the absence of a parent in the family, which can contribute to a reduced social support system and lower socioeconomic status. Therefore, these problems can be solved through education and family counseling and the implementation of special rehabilitation programs for this group of students.