scholarly journals The p factor in children: Relationships with executive functions and effortful control

2019 ◽  
Vol 82 ◽  
pp. 103853 ◽  
Author(s):  
Allison N. Shields ◽  
Kathleen W. Reardon ◽  
Cassandra M. Brandes ◽  
Jennifer L. Tackett
Keyword(s):  
Executive Functions ◽  
Effortful Control ◽  
P Factor

scholarly journals The P Factor in Children: Relationships with Executive Functions and Effortful Control

2021 ◽  
Author(s):  
Allison Shields ◽  
Kathleen Wade Reardon ◽  
Cassandra M Brandes ◽  
Jennifer L Tackett
Keyword(s):  
Executive Functions ◽  
Effortful Control ◽  
Community Sample ◽  
Self Regulation ◽  
Psychological Disorders ◽  
General Psychopathology ◽  
Large N ◽  
P Factor ◽  
Regulatory Functions ◽  
Correlated Factors

Lower levels of self-regulation have been implicated in multiple psychological disorders. Despite conceptual overlap (broadly reflecting self-regulatory functions), executive functions (EF) and effortful control (EC) are rarely jointly studied in relation to broadband psychopathology. The present study investigated associations of correlated factors (internalizing-externalizing) and bifactor psychopathology models with EF and EC in a large (N=895) childhood community sample (Mage = 11.54, SDage = 2.25). Associations between both self-regulation constructs (EF and EC) with psychopathology were largely accounted for via a general psychopathology factor. However, EC evidenced stronger associations, questioning the utility of task-based EF measures to inform self-regulatory psychopathology.

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

Issues in the Conceptualization and Assessment of Hot Executive Functions in Childhood

2014 ◽  
Vol 20 (2) ◽  
pp. 152-156 ◽  
Author(s):  
Marilyn Welsh ◽  
Eric Peterson
Keyword(s):  
Executive Function ◽  
Individual Differences ◽  
Construct Validity ◽  
Executive Functions ◽  
Effortful Control ◽  
Self Regulation ◽  
Self Control ◽  
Current State ◽  
Research Questions ◽  
The Individual

AbstractOur review examines the current state of the research on hot executive function (EF), as contrasted with cool EF, with regard to the evidence for construct validity. Current theoretical discussions have examined the conceptual overlap among constructs such as hot EF, effortful control, self-control, and self-regulation. We explore this emerging literature with a focus on research questions, tasks, and methods. Finally, we consider the unresolved questions facing the study of hot EF, most notably the difficulty in determining the relative “heat” of a given task based on task content, testing context, and the individual differences among the participants. (JINS, 2014, 20, 1–5)

scholarly journals The Examination of the Psychometric Properties of the Persian Version of the Self-Regulation Questionnaire among Iranian Students

2021 ◽  
Author(s):  
Sajjad Bakhtiary Javan ◽  
Sadegh Bakhtiary Javan ◽  
Hane Mafakheri Bashmagh
Keyword(s):  
Executive Functions ◽  
Psychometric Properties ◽  
Convergent Validity ◽  
Effortful Control ◽  
Self Regulation ◽  
The Self ◽  
Validity And Reliability ◽  
Statistical Population ◽  
Iranian Students ◽  
Reliability Coefficients

Purpose: Self-regulation can refer to a dimension of temperament (i.e., effortful control), to a set of cognitive processes involved in higher-order control (i.e., executive functions), or to the physiological regulation of the stress response. Effortful control describes the ability to voluntarily manage attention and inhibit or activate behavior as a need to adapt. The purpose of this study was to investigate the psychometric properties of the self-regulation questionnaire. Materials and Methods: The statistical population of this research are the students who were living in Sanandaj city in 2019. The samples consisted of 231 students (92 females and 139 males) who were selected using cluster random sampling method and received a self-regulation questionnaire. Results: The results of exploratory and confirmatory factor analysis confirmed the structure of the four self-regulating factors as one of the executive functions. Also, the convergent validity of the self-regulation questionnaire was assessed through the simultaneous implementation of the Bouffard questionnaire. The reliability coefficients of the self-adjusted questionnaire for planning, monitoring, controlling, reflection, and total questionnaires were obtained by Cronbach's alpha coefficient of 0/82, 0/61, 0/77, 0/78, and 0/90, respectively. Conclusion: Finally, concerning desirable validity and reliability coefficients, ease of implementation, scoring, and interpretation, as well as short response time, it can be stated that this questionnaire is very important in cognitive assessments to examine self-regulation as one of the executive functions.

Effortful Control and Executive Functions: One Construct or Two?

2011 ◽  
Author(s):  
Lauren M. Laake ◽  
Sarah Vadnais ◽  
Amy Kaitschuck ◽  
Kate Lance ◽  
Melissa Naso ◽  
...  
Keyword(s):  
Executive Functions ◽  
Effortful Control

scholarly journals Do executive functions explain the covariance between internalizing and externalizing behaviors?

2017 ◽  
Vol 30 (4) ◽  
pp. 1371-1387 ◽  
Author(s):  
Alexander S. Hatoum ◽  
Soo Hyun Rhee ◽  
Robin P. Corley ◽  
John K. Hewitt ◽  
Naomi P. Friedman
Keyword(s):  
Executive Functions ◽  
Latent Variables ◽  
Externalizing Behavior ◽  
Externalizing Behaviors ◽  
Factor Model ◽  
Latent Growth ◽  
Change Factors ◽  
Internalizing And Externalizing Behaviors ◽  
P Factor ◽  
Internalizing And Externalizing

AbstractThis study examined whether executive functions (EFs) might be common features of internalizing and externalizing behavior problems across development. We examined relations between three EF latent variables (a common EF factor and factors specific to updating working memory and shifting sets), constructed from nine laboratory tasks administered at age 17, to latent growth intercept (capturing stability) and slope (capturing change) factors of teacher- and parent-reported internalizing and externalizing behaviors in 885 individual twins aged 7 to 16 years. We then estimated the proportion of intercept–intercept and slope–slope correlations predicted by EF as well as the association between EFs and a common psychopathology factor (P factor) estimated from all 9 years of internalizing and externalizing measures. Common EF was negatively associated with the intercepts of teacher-rated internalizing and externalizing behavior in males, and explained 32% of their covariance; in the P factor model, common EF was associated with the P factor in males. Shifting-specific was positively associated with the externalizing slope across sex. EFs did not explain covariation between parent-rated behaviors. These results suggest that EFs are associated with stable problem behavior variation, explain small proportions of covariance, and are a risk factor that that may depend on gender.

Executive functions, effortful control, and emotional lability in adults with ADHD. implications for functional outcomes

2020 ◽  
Vol 293 ◽  
pp. 113375 ◽  
Author(s):  
Belen Rosello ◽  
Carmen Berenguer ◽  
José Martínez Raga ◽  
Inmaculada Baixauli ◽  
Ana Miranda
Keyword(s):  
Executive Functions ◽  
Functional Outcomes ◽  
Effortful Control ◽  
Emotional Lability

Zum Zusammenhang exekutiver Funktionen und sozial-emotionaler Auffälligkeiten bei integriert beschulten Kindern mit einer Hörschädigung

2013 ◽  
Vol 41 (5) ◽  
pp. 347-359
Author(s):  
Manfred Hintermair ◽  
Désirée Korneffel
Keyword(s):  
Executive Functions ◽  
Strengths And Difficulties Questionnaire ◽  
Behavior Rating ◽  
Exekutive Funktionen ◽  
Psychosoziale Entwicklung ◽  
Behavior Rating Inventory ◽  
Strengths And Difficulties

Fragestellung: Da im Zuge inklusiver Bestrebungen immer mehr hörgeschädigte Kinder eine allgemeine Schule besuchen werden, gilt es, relevante entwicklungspsychologische Voraussetzungen hierfür genauer zu betrachten. In einer Studie wurden deshalb sozial-emotionale Probleme hörgeschädigter Kinder an allgemeinen Schulen im Zusammenhang mit möglichen Problemen in der Entwicklung exekutiver Funktionen und der kommunikativen Kompetenz diskutiert. Methodik: Eine Stichprobe von 69 Schülern wurde mit einer deutschen Version des «Behavior Rating Inventory of Executive Functions (BRIEF)», einer Kurzskala zur Erfassung der kommunikativen Kompetenz sowie dem Strengths and Difficulties Questionnaire untersucht. Die Daten wurden mit einer Normierungsstichprobe verglichen, weiter wurden korrelative und regressionsanalytische Zusammenhänge der Variablen berechnet. Ebenso wurden Zusammenhänge der exekutiven Funktionen mit soziodemographischen Variablen analysiert. Ergebnisse: Die Ergebnisse zeigen, dass in fast allen Bereichen exekutiver Funktionen die hörgeschädigten Kinder mehr Probleme aufweisen als die Kinder der hörenden Normierungsstichprobe und die Prävalenzrate durchschnittlich ca. dreimal höher ist. Der Index für verhaltensregulierende exekutive Funktionen erweist sich neben dem Geschlecht am besten zur Vorhersage sozial-emotionaler Probleme. Schlussfolgerungen: Für die pädagogische Praxis ergibt sich, dass hörgeschädigte Schüler an allgemeinen Schulen in Bezug auf ihre psychosoziale Entwicklung von einem pädagogischen Konzept profitieren, das neben der Förderung sprachkommunikativer Kompetenzen auch auf die Stärkung von Selbstkontrolle und Selbstwirksamkeit der Kinder fokussiert.

Sign in / Sign up

Export Citation Format

Share Document