Comparison of Maladaptive Schemas, Emotional Intelligence, Executive Functions and Quality of Life between the Privileged and Probationary Students

Document Type : Original Article

Authors

Samaneh Shahi Senobari ¹

Kazem Rasoulzadeh Tabatabaei ²

Sara Ganjali ³

¹ Ph.D. Student of Psychology at Ferdowsi University of Mashhad, Mashhad, Iran.

² Associate Professor, Ferdowsi University of Mashhad, Mashhad, Iran.

³ Master of Psychology,, Ferdowsi University of Mashhad, Mashhad, Iran.

10.22067/tpccp.2025.90050.1701

Abstract

Introduction
Students have been shown to exert a decisive role in the scientific, cultural, and social development of society. A comprehensive investigation into the factors that influence their mental health and academic performance is imperative to enhance the quality of education and prevent personal harm. Academic success has been demonstrated to be associated with increased self-esteem and improved social relationships. Conversely, academic probation has been shown to result in anxiety and depression (Karande & Kulkarni, 2005; Tentama & Abdillah, 2019). Research has indicated that a multitude of factors are associated with academic failure (Ali et al., 2013). The role of variables such as executive functions (Lucendo et al., 2022), emotional intelligence (Salovey & Mayer, 1990), maladaptive schemas (Young et al., 2005), and quality of life (Ware et al., 1996) is also prominent. Executive functions encompass planning, inhibition, and cognitive flexibility, which play a role in the management of behavior (Lezak, 2004). Emotional intelligence, defined as the ability to effectively understand, regulate, and use emotions, has been linked to academic success (Austin et al., 2007). Early maladaptive schemas, which are rooted in traumatic childhood experiences, have been shown to affect academic performance by creating dysfunctional cognitive patterns (Calvete et al., 2013). The quality of life, understood as an indicator of physical, psychological, and social well-being, has been demonstrated to correlate with academic success (Mokhtari et al., 2019). The objective of the present study is to identify the psychological factors that differentiate between these two groups and to provide practical insights for improving academic performance.
 
Method
The present study employs a causal-comparative research design. The statistical population of this study comprised undergraduate students at Ferdowsi University of Mashhad who had achieved an A grade or were placed on probation in the most recent semester. From this population, 50 individuals (25 with honors and 25 with probation) were randomly selected for the study. Following the elimination of five incomplete questionnaires, the data of 45 participants were subjected to analysis. The measurement of the variables was conducted using the Bradbury and Graves Emotional Intelligence Questionnaire (2004), the short form of Young's Maladaptive Schemas Questionnaire (1998), the Barkley's Executive Functioning Deficits Scale (2012), and SF-12 Health Survey (1996). The reliability of the instruments was reported to be between 0.72 and 0.96 through Cronbach's alpha. To test the hypotheses, independent t-test and MANOVA analyses, usisng SPSS-25, were conducted.
 
Findings
The mean age of the privileged group was 22.32 years, while the probationary group had a mean age of 22.05 years. The results of the MANOVA indicated a significant difference in schemas between the two groups (Wilks' Lambda = 0.481, F(15,29) = 2.8, p < 0.05). Probationary students demonstrated higher scores in schemas such as emotional deprivation, abandonment, distrust, deficiency, failure, dependence, obedience, emotional inhibition, and unrelenting standards. In the context of emotional intelligence, no significant difference was observed in the total score; however, the privileged group demonstrated superiority in relationship management (F = 4.87, p < 0.05). A subsequent analysis of the data revealed that there was no statistically significant difference in the mean values of executive functions and quality of life at the overall level (p > 0.05).
 
Discussion
The findings indicated that certain psychological variables may serve as differentiating factors between the two study groups. The initial finding of the study indicated that probationary students exhibited elevated levels of early maladaptive schemas. This finding aligns with the results of the research conducted by Risso and McBride (2007) and Vafaei Ghoshuni and Kouchak Entezar (2021), who demonstrated that maladaptive schemas can predict a decline in academic performance. Conversely, certain studies have indicated that the role of schemas may only be accentuated in conjunction with other variables (Arafnia et al., 2013). The explanation of this finding based on Young's (2005) theory is that maladaptive schemas—defined as deeply rooted cognitive and emotional patterns—affect the way information is processed and events are interpreted, and render the individual susceptible to failure in dealing with academic challenges. The second finding of the study demonstrated that there was no significant difference in the total emotional intelligence score between the two groups; however, the privileged students exhibited superior skills in relational management. This finding is inconsistent with the studies of Cho et al. (2013) and Austin et al. (2007) because they reported that higher levels of emotional intelligence were associated with better academic performance. One potential explanation for this phenomenon is that, within the study population, other factors such as schemas or social support may have played a mediating role, thereby moderating the effect of emotional intelligence on academic performance. The third finding of the study demonstrated that there were no overall differences in executive functions between the two groups; however, the mean of the probationary group was marginally lower. This result is inconsistent with the findings of some studies (May et al., 2015; Besserra-Lagos et al., 2018), which reported executive functions as a significant factor in academic success. One potential explanation for this discrepancy is that the subjects of the present study were at a stage of education where differences in executive functions had not yet reached a clear level. Another possibility is that the instruments used were not sensitive enough to detect these differences. The fourth finding of the study demonstrated that there was no significant difference in quality of life between the two groups. This finding is inconsistent with the results of the research of Farajzadeh et al. (2017) and Mokhtari et al. (2019), which reported a positive relationship between quality of life and academic performance. It is plausible that the prevailing environmental and economic pressures have had a mitigating effect on the disparities between the two groups.
The present study demonstrated that early maladaptive schemas emerged as the predominant differentiating factor between privileged and probationary students. No significant differences were observed among other variables, including general emotional intelligence, executive functions, and quality of life. Consequently, the primary objective of psychological interventions should be to modify schemas, instruct social skills, and enhance executive functions. The findings of this study have the potential to be of benefit to academic counselors, educational policymakers, and student mental health planners, and they may contribute to the development of support programs.

Keywords

"maladaptive schemas"

" emotional intelligence"

"executive actions"

"quality of life"

"academic performance"

Subjects

• Clinical psychology

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 Authors retain the copyright and full publishing rights. This is an open access article distributed under Creative Commons Attribution 4.0 International License (CC BY 4.0)

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