Author Information
Damian Rivers, Future University Hakodate, JapanYoshihito Tsuji, Future University Hakodate, Japan
Hiroshi Yamada, Future University Hakodate, Japan
Abstract
The transition from Japan’s exam-focused secondary education system to the autonomy and self-regulation expected in higher education creates substantial challenges for students. These challenges are often intensified by psychosocial stress. Together, they contribute to underperformance, attrition, and reduced wellbeing. This presentation reports a quantitative study that examined the predictive roles of executive functioning (EF), metacognition, and emotional wellbeing in relation to academic achievement among Japanese undergraduates. Participants were recruited from a public university. They completed three validated instruments: the University Executive Functioning Scale (UEF-1), the Metacognitive Awareness Inventory (MAI), and the Depression, Anxiety, and Stress Scales (DASS-21). Academic achievement was measured using institutional Grade Point Average (GPA). Structural Equation Modeling (SEM) was used to test hypothesized pathways including a mediation of EF effects on GPA through metacognitive regulation and moderation of these relationships by emotional wellbeing. The study situates its findings within Japan’s broader educational and policy context in relation to Ministry of Education (MEXT) data showing rising withdrawal and leave-of-absence rates. The presentation highlights the importance of addressing both cognitive skills and psychological wellbeing and suggests that supporting both areas is essential for improving academic persistence, strengthening student success, and ensuring sustainable retention in Japanese higher education.
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