Relations among peer acceptance, inhibitory control, and math achievement in early adolescence

2013 ◽  
Vol 34 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Eva Oberle ◽  
Kimberly A. Schonert-Reichl
2020 ◽  
pp. 1-10
Author(s):  
Jacqueline Bruce ◽  
Hyoun K. Kim

Abstract Early adverse experiences are believed to have a profound effect on inhibitory control and the underlying neural regions. In the current study, behavioral and event-related potential (ERP) data were collected during a go/no-go task from adolescents who were involved with the child welfare system due to child maltreatment (n = 129) and low-income, nonmaltreated adolescents (n = 102). The nonmaltreated adolescents were more accurate than the maltreated adolescents on the go/no-go task, particularly on the no-go trials. Paralleling the results with typically developing populations, the nonmaltreated adolescents displayed a more pronounced amplitude of the N2 during the no-go trials than during the go trials. However, the maltreated adolescents demonstrated a more pronounced amplitude of the N2 during the go trials than during the no-go trials. Furthermore, while the groups did not differ during the go trials, the nonmaltreated adolescents displayed a more negative amplitude of the N2 than the maltreated adolescents during no-go trials. In contrast, there was not a significant group difference in amplitude of the P3. Taken together, these results provide evidence that the early adverse experiences encountered by maltreated populations impact inhibitory control and the underlying neural activity in early adolescence.


2009 ◽  
Vol 30 (4) ◽  
pp. 543-566 ◽  
Author(s):  
Eddy H. de Bruyn ◽  
Antonius H. N. Cillessen ◽  
Inge B. Wissink

2008 ◽  
Vol 29 (4) ◽  
pp. 541-570 ◽  
Author(s):  
Melita Puklek Levpušček ◽  
Maja Zupančič

2021 ◽  
Vol 26 (2) ◽  
pp. 139-149
Author(s):  
Peter D. Goldie ◽  
Erin E. O'Connor

Low academic performance in middle childhood/early adolescence has long-term negative implications. The link between early performance and later outcomes is of special concern for boys, who tend to evidence lower levels of achievement than girls by early adolescence. Scholars have demonstrated that variations by gender in quality of teacher–student relationships may partly explain this achievement gap. That is, girls tend to have higher quality teacher–student relationships (i.e., higher levels of closeness and lower levels of conflict) than boys. Centering low-income early adolescents of color, the present analyses found that girls outperformed boys in both English Language Arts (ELA; p < .001) and math (p = .009). Teacher–student closeness fully and significantly mediated the association between gender and ELA (p = .05) and partially mediated the association between gender and math achievement (effects were nonsignificant). Teacher–student conflict partially mediated associations between gender and ELA and math achievement, although effects similarly did not reach significance. Results have the capacity to inform future interventions aiming to increase the utility of education and decrease school dropout among low-income boys of color.


2020 ◽  
Author(s):  
Linsah Coulanges ◽  
Roberto A. Abreu-Mendoza ◽  
Sashank Varma ◽  
Melina Uncapher ◽  
Adam Gazzaley ◽  
...  

The relationship between executive functions (EF) and academic achievement is well-established, but leveraging this insight to improve educational outcomes remains elusive. Here, we propose a framework for relating the role of specific EF on specific precursor skills that support later academic learning. Specifically, we hypothesize that executive functions contribute to general math skills both directly – supporting the online execution of problem solving strategies – and indirectly – supporting the acquisition of precursor mathematical content. We test this hypothesis by examining the contribution of inhibitory control on processing rational numbers pairs which conflict with individual’s prior whole number knowledge and on general math knowledge. In 97 college students (79 female, age = 20.63 years), we collected three measures of EF: working memory (backwards spatial span), inhibition (color-word Stroop) and cognitive flexibility (task switching), and timed and untimed standardized measures of math achievement. Our target precursor skill was a decimals comparison task where correct responses were inconsistent with prior whole number knowledge (e.g. 0.27 vs. 0.9). Participants performed worse on these trials relative to the consistent decimals pairs (e.g. 0.2 vs. 0.87). Individual differences on incongruent Stroop trials predicted performance on inconsistent decimal comparisons, which in turn predicted performance on both timed and untimed measures of math achievement. With respect to relating inhibitory control to math achievement, incongruent Stroop performance was an independent predictor of untimed calculation skills after accounting for age, working memory and cognitive flexibility. Finally, we found that inconsistent decimals performance partially mediated the relationship between inhibition and untimed math achievement, consistent with the hypothesis that mathematical precursor skills can explain the relationships between executive functions and academic outcomes, making them promising targets for intervention.


Author(s):  
Santiago Mora ◽  
Elena Martín-González ◽  
Ángeles Prados-Pardo ◽  
Pilar Flores ◽  
Margarita Moreno

Immune activation during early developmental stages has been proposed as a contributing factor in the pathogenesis of neuropsychiatric conditions such as obsessive-compulsive disorder, attention-deficit/hyperactivity disorder, and autism in both human and animal studies. However, its relationship with the vulnerability to inhibitory control deficit, which is a shared feature among those conditions, remains unclear. The present work studied whether postnatal immune activation during early adolescence, combined with exposure to early-life adverse events, could lead to adult vulnerability to impulsive and/or compulsive behaviors. Male Wistar rats were exposed to lipopolysaccharide (LPS) in early adolescence at postnatal day 26 (PND26). During peripuberal period, half of the animals were exposed to a mild stress protocol. In adulthood, behavioral assessment was performed with the aid of the sustained attentional 5-choice serial reaction time (5-CSRT) task, schedule-induced polydipsia (SIP), and open-field locomotor activity and novelty reactivity. Rats exposed to LPS showed more compulsive responses than their control counterparts on 5-CSRT task, although no differences were observed in SIP or locomotor responses. Our study contributes to the knowledge of the relationship between immune activation and inhibitory control deficit. Future studies should aim to disentangle how, and to what extent, immune activation impacts behavior, and to understand the role of early life mild stress.


2016 ◽  
Vol 44 (10) ◽  
pp. 1637-1648 ◽  
Author(s):  
Laura O. Gallardo ◽  
Angel Barrasa ◽  
Fabricio Guevara-Viejo

We explored peer acceptance and friendships during adolescence, and their relationship with subsequent changes in the level of adolescents' academic achievement. Participants were 447 students (51% girls) aged from 11 to 16 years. The students completed sociometric assessments of their peer acceptance and friendships during the autumn semester (Time 1). Academic achievement data were also obtained from students' report-card grades at Time 1 as well as during the spring semester (Time 2) of the same academic year. Regression analysis indicated that peer acceptance positively predicted subsequent academic achievement. This relationship was also moderated by age, with the effect of peer acceptance on subsequent academic achievement being greater during early adolescence than in midadolescence. This research deepens understanding of the mechanisms by which positive peer relationships influence adolescents' academic achievement.


Sign in / Sign up

Export Citation Format

Share Document