Figure 1.

Theorized model of how executive functioning relates to transition readiness via healthcare self-management skills among college students. Path values represent unstandardized coefficients, with standard errors in parentheses. The c represents the total effect and c’ represents the direct effect. *p < .01; **p < .001. The model with EF, all mediator variables, and covariates accounted for 22% of the variance in transition readiness (F(8, 368) = 13.14, p < .001). Post-hoc analyses were also conducted to evaluate the role of EF subcomponents (metacognitive and behavioral regulation domains) on self-management and transition readiness. These analyses demonstrated an identical pattern of results (see Supplemental figures S1 and S2).