Autistic spectrum disorder (ASD) is a neurodevelopmental disorder that affects the learner in school and their general functioning in school. Over time, efforts to address these challenges have been made, but attention to empathy has scarcely been paid. It is important that these students are integrated appropriately into the social environment. This study sought to examine how executive functions can be modelled to explain the variances in ASD students’ empathy. A cross-sectional survey design was used with a total of 245 students. The Reniers et al. (2011) scale on cognitive and affective empathy (CAES) and the Behavioral Rating Inventory of Executive Functions (BRIEF), developed by Gioia et al. (2000), were the major instruments used for data collection. The data collected were analyzed using regression techniques, and the findings revealed that executive functions: cognitive flexibility, working memory, planning, emotional control, and inhibitor control relatively and compositely contribute to explaining the variances in affective and cognitive empathy among students with ASD. The study provided valuable insights into the experiences of students with ASD, and it recommends interventions aimed at supporting emotional regulation as a potential means of enhancing social tolerance and empathetic abilities, thereby facilitating better social functioning.
Keywords: Autism Spectrum Disorder (ASD), empathy, executive functions, linear models.
Citation: Ojo, M. K. et al., (2026). A Generalized Linear Model of Some Executive Functions on Cognitive and Affective Empathy of Students with Autism Spectrum Disorder (ASD). J Psychol Neurosci; 8(1):1-11.
DOI : https://doi.org/10.47485/2693-2490.1149