eng Science and Education Publishing American Journal of Applied Psychology 2333-4738 2022-11-03 10 1 31 39 10.12691/ajap-10-1-5 AJAP20221015 article Gabriel Walubita gabriel.walubita@unza.zm, easygabby@gmail.com 1 Beatrice Matafwali 1 Tamara Chansa-Kabali 2 Sylvia Mwanza-Kabaghe 2 Gershom Chongwe 3 Sophie Kasonde-Ng'andu 3 Mubanga Mofu 3 Janet Serenje 3 Adriana Bus 4 Educational Psychology, Sociology and Special Education, University of Zambia, Lusaka, Zambia Department of Psychology, University of Zambia, Lusaka, Zambia Director and Chief Executive Officer at the Tropical Diseases Research Centre, Zambia University of Stavanger, Norway Despite a great deal of research on the relations between preschool executive functions (EF) and demographic variables such as age, sex and school variables (classroom organization and teacher behaviours including quality of educational instruction, planning, organization and teacher-learner relationships), not much is known about these associations in Zambian preschoolers. This study was aimed at examining the relations of executive functions to age, sex and school variables in 133 Zambian preschool learners enrolled in urban public preschools aged 5 to 8 years. A between-subjects quasi-experimental research design was utilised. Wilcoxon matched-pairs signed-rank model showed sex and school differences were also observed to be significantly related to executive functions, no significant relationship was found for age. Key implications of the study for pre-primary policy, girl-child education (to discourage child marriage) and preschool teacher professional development in Zambia are discussed. http://pubs.sciepub.com/ajap/10/1/5/ajap-10-1-5.pdf Zambian preschool learners executive functions sex differences school variables