The role of executive functioning, healthcare management, and self-efficacy in college students’ health-related quality of life

Abstract

Objective: Examine how executive functioning (EF), healthcare management, and self-efficacy relate to college students’ health-related quality of life (HRQOL). Participants: Undergraduates completed questionnaires at baseline (Time 1; n = 387) and 18–24 months later (Time 2; n = 102). Methods: Participants reported on their EF and healthcare management skills at Time 1 and self-efficacy and mental and physical HRQOL at Time 2. Results: Students with fewer EF problems reported higher mental and physical HRQOL at both timepoints and those with higher healthcare management skills had higher mental and physical HRQOL at Time 1. Higher self-efficacy mediated the relation between EF and mental HRQOL, and the relation between healthcare management and mental HRQOL. Conclusions: Findings illustrate two potential pathways by which self-management, in healthcare settings or daily living, contributes to mental HRQOL during emerging adulthood. Assessing EF and healthcare management could help identify those at risk of low HRQOL and provide information that can inform interventions in college settings.

Keywords:

• College students
• executive functioning
• healthcare management
• health-related quality of life
• self-efficacy

Acknowledgments

Time 2 data collection for this project was supported by a pilot grant from the Clinical and Translational Research Unit, an initiative of the University of Georgia. Support for Molly Davis provided by a T32 fellowship (T32MH109433).

Conflict of interest disclosure

The authors have no conflicts of interest to report. The authors confirm that the research presented in this article met the ethical guidelines, including adherence to the legal requirements, of the United States. The surveys were designated as exempt from institutional review board review by the University of Georgia IRB.

Additional information

Funding

Time 2 data collection for this project was supported by a pilot grant from the Clinical and Translational Research Unit, an initiative of the University of Georgia. Support for Molly Davis provided by a T32 fellowship (T32MH109433).