Abstract
Impulsivity-acting without forethought, often under emotional pressure-is a prominent adolescent trait, linked to an imbalance in brain maturation. The limbic system, responsible for emotions, matures earlier than the prefrontal cortex, which shapes self-regulation. Educational contexts emphasizing different cognitive demands (emotionally expressive - drama versus analytically focused - computer science disciplines) may influence how impulsivity is expressed. This study examined differences in impulsivity levels among adolescents enrolled in drama and computer science programs. It was hypothesized that drama students would show higher impulsivity due to the spontaneous and emotionally driven nature of their training. Participants included 180 Romanian high school students (ages 14-17) from Dinu Lipatti National College of Arts (drama) and Grigore Moisil National College of Informatics (computer science). Impulsivity was measured using the Barratt Impulsiveness Scale (BIS-11), assessing attentional, motor, and non-planning components. Non-parametric tests were applied due to non-normal data distribution. Drama students showed significantly higher overall impulsivity (Mdn = 75.00) than computer science students (Mdn = 68.75), U = 642.000, P < .001, r = -.729). They also displayed greater attentional instability, more motor impulsivity, and lower planning. A moderate to strong inverse relationship between study time and impulsivity was found in the drama group (χ(2)(48) = 83.868, P = .003, Cramér's V = .557), but not in the computer science group. Educational context cognitive demands influence adolescent impulsivity. Emotionally expressive environments like drama may amplify impulsivity, while analytical settings foster greater self-regulation. Findings may guide targeted interventions to support adolescent self-control based on cognitive profiles.