Abstract: Research in higher education has revealed a significant connection between executive functions (EFs) and study success. Previous investigations have typically assessed EFs using either neuropsychological tasks, which provide direct and objective measures of core EFs components such as inhibition, working memory, and cognitive flexibility, or self-report questionnaires, which offer indirect and subjective assessments. However, studies rarely utilize both assessment methods simultaneously despite their potential to offer complementary insights into EFs. This study aims to evaluate the predictive capabilities of performance-based and self-reported EFs measures on study success. Employing a retrospective cohort design, 748 first-year Applied Psychology students completed performance-based and self-report questionnaires to assess EFs. Maximum likelihood correlations were computed for 474 students, with data from 562-586 first-year students subsequently subjected to hierarchical regression analysis, accommodating pairwise missing values. Our results demonstrate minimal overlap between performance-based and self-reported EFs measures. Additionally, the model incorporating self-reported EFs accounted for 13% of the variance in study success after one year, with the inclusion of performance-based EFs raising this proportion to 16%. Self-reported EFs assessments modestly predict study success. However, monitoring levels of self-reported EFs could offer valuable insights for students and educational institutions, given that EFs play a crucial role in learning. Additionally, one in five students reports experiencing significant EFs difficulties, highlighting the importance of addressing EFs concerns for learning and study success.