The purposes of this research were: 1) to study the level of executive thinking and life skills of lower secondary school students at Banglamung School; 2) to examine the relationship between executive thinking and life skills; and 3) to assess the impact of executive thinking on the life skills of lower secondary school students at Banglamung School, Chonburi Province. The sample group consisted of 291 lower secondary school students who were studying in the second semester of the academic year 2023 at Banglamung School. A stratified random sampling method was used to select the participants. The research instruments used for data collection included: 1) an Executive Thinking Assessment, which had an index of item-objective congruence (IOC) ranging from 0.67 to 1.00 and a reliability coefficient (Cronbach’s alpha) of 0.956; and 2) a Life Skills Assessment, which had an IOC ranging from 0.67 to 1.00, a reliability coefficient of 0.832, and item discrimination power ranging from 0.274 to 0.636. The statistical methods employed for data analysis included frequency, percentage, mean, standard deviation (SD), Pearson's product-moment correlation coefficient, and multiple regression analysis.

The research findings were as follows: 1) The students' executive function demonstrated a high level (𝑥̅=3.89, SD=0.46). The area with the most developed executive function skills was self-monitoring and evaluation (𝑥̅=4.29, SD=0.57); followed by initiative and flexibility in thinking (𝑥̅=4.03, SD=0.60) and finally, working memory (𝑥̅=3.53, SD=0.65). 2) The students' life skills were rated as very high (𝑥̅=4.23, SD=0.47). The area with the highest life skills was awareness and appreciation of oneself and others (𝑥̅=4.35, SD=0.50); followed by human relations and interpersonal communication (𝑥̅=4.29, SD=0.62); and the lowest was analytical thinking, decision-making, and creative problem-solving (𝑥̅=4.14, SD=0.59). 3) Hypothesis testing results revealed: 3.1) a positive relationship between executive function and life skills of lower secondary school students at Banglamung School, Chonburi Province, which was statistically significant at the .01 level, indicating a strong relationship (rxy = .725, p < .01); and 3.2) executive function accounted for 59 percent of the variance in life skills among these students (R² = 0.590).

Keywords: Executive function, life skills, lower secondary school

Nipaphon Codman is a dedicated scholar committed to lifelong learning and academic growth. She began her education in Chonburi Province, Thailand, where her primary and secondary studies fostered discipline, critical thinking, and a strong work ethic. She continued in vocational education, focusing on sales and marketing, earning both a Vocational Certificate and a Higher Vocational Certificate. This training enhanced her business knowledge, communication, and analytical skills, providing a foundation for her professional and academic pursuits. She expanded her horizons through international experience in Germany, where she studied language and engaged with different cultures. This exposure strengthened her adapt ability, cross - cultural communication, and global perspective. Returning to Thailand, she earned a Bachelor’s degree in Management from Kasem Bundit University, Bangkok, gaining comprehensive insights into organizational management, strategic planning, and decision-making. Her academic interests gradually shifted toward psychology, driven by a passion for understanding human behavior and personal development. She pursued a Master’s degree in Psychology for Developing Human Potentials at Kasem Bundit University, developing expertise in cognitive processes, behavioral development, and psychological resilience. Her studies emphasized the practical application of psychology to support mental health and personal growth. Currently, she is a Ph.D. candidate in Psychology for Developing Human Potentials at Kasem Bundit University. Her research, “The Development of Integrated Psychological Strategies for Enhancing Life Success Skills of Students in District Learning Encouragement Centers in the Eastern Region of Thailand,” explores interdisciplinary methods to promote life skills, well-being, and mental health among students. Through her work, she aims to enhance educational quality, foster personal development, and contribute to societal progress in contemporary Thailand.