scholarly journals Self-regulation in Preschool Children: Factor Structure of Different Measures of Effortful Control and Executive Functions

2021 ◽  
pp. 1-20
Author(s):  
Sonja Kälin ◽  
Claudia M. Roebers
Keyword(s):  
Preschool Children ◽  
Executive Functions ◽  
Factor Structure ◽  
Effortful Control ◽  
Self Regulation

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.

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.

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.

Latent Structure of a Brief Clinical Battery of Neuropsychological Tests Administered In-Home Via Telephone

2020 ◽  
Author(s):  
Anastasia Matchanova ◽  
Michelle A Babicz ◽  
Luis D Medina ◽  
Samina Rahman ◽  
Briana Johnson ◽  
...  
Keyword(s):  
Executive Functions ◽  
Factor Structure ◽  
Neuropsychological Tests ◽  
Factor Model ◽  
Digit Span ◽  
Neuropsychological Battery ◽  
Memory And Attention ◽  
Sociodemographic Correlates ◽  
List Learning ◽  
Trail Making

Abstract Objective To examine the factor structure and sociodemographic correlates of a battery of clinical neuropsychological tests administered in-home and via telephone. Method Participants included 280 healthy adults who completed a 35–40 min battery consisting of seven auditory-verbal neuropsychological tests (i.e., 10 variables) that included digit span, list learning and memory, prospective memory, verbal fluency, and oral trail making. Results After removing oral trail making part A, a three-factor model comprised of executive functions, memory and attention demonstrated the best fit to the data. Nevertheless, the shared variance between the nine remaining neuropsychological variables was also adequately explained by a single-factor model and a two-factor model comprised of executive functions and memory. Factor scores were variably associated with education, race/ethnicity, and IQ, but not with sex or age. Conclusions Findings provide preliminary support for the feasibility and factor structure and sociodemographic correlates of a brief telephone-based screening neuropsychological battery comprised mostly of commonly administered clinical measures. Future studies are needed to determine the test–retest reliability, sensitivity, and ecological relevance of this battery, as well as equivalency to in-person assessment.

scholarly journals Eye contact effect: The role of vagal regulation and reactivity, and self-regulation of attention

2021 ◽  
Author(s):  
Alicja Niedźwiecka
Keyword(s):  
Executive Functions ◽  
Cognitive Performance ◽  
Self Regulation ◽  
Eye Contact ◽  
Autonomic Regulation ◽  
Face To Face ◽  
Effective Strategies ◽  
Contact Effect ◽  
The Individual

AbstractEye contact is a crucial aspect of social interactions that may enhance an individual’s cognitive performance (i.e. the eye contact effect) or hinder it (i.e. face-to-face interference effect). In this paper, I focus on the influence of eye contact on cognitive performance in tasks engaging executive functions. I present a hypothesis as to why some individuals benefit from eye contact while others do not. I propose that the relations between eye contact and executive functioning are modulated by an individual’s autonomic regulation and reactivity and self-regulation of attention. In particular, I propose that individuals with more optimal autonomic regulation and reactivity, and more effective self-regulation of attention benefit from eye contact. Individuals who are less well regulated and over- or under-reactive and who do not employ effective strategies of self-regulation of attention may not benefit from eye contact and may perform better when eye contact is absent. I present some studies that justify the proposed hypothesis and point to a method that could be employed to test them. This approach could help to better understand the complex mechanisms underlying the individual differences in participant’s cognitive performance during tasks engaging executive functions.

Adolescent Language Therapy: Syntax and Semantics for Reasoning and Planning

2021 ◽  
pp. 1-16
Author(s):  
Jill K. Fahy ◽  
David K. Browning
Keyword(s):  
Executive Functions ◽  
Language Disorder ◽  
Self Regulation ◽  
Developmental Language Disorder ◽  
Language Therapy ◽  
High Stakes ◽  
Clinical Model ◽  
Adolescent Students ◽  
Strategic Plans ◽  
Complex Planning

Purpose Adolescent students face increased expectations to successfully navigate academic, social, and vocational transitions. As demands increase and support systems fade, adolescents with developmental language disorder and concomitant deficits in executive functions are particularly vulnerable to these high-stakes transitional moments. Limited language systems are not well suited for navigating the subtleties of social nuance, the abstraction of academic and vocational language, and the unfamiliarity of complex planning necessary for self-regulation. Conclusions This clinical focus article proposes a clinical model of language therapy for adolescents with developmental language disorder and concomitant deficits in executive functions. Therapy emphasizes eliciting the most complex syntactic and semantic skills available to the student as they work to formulate specific, reasoned, predictive, strategic plans. Therapy takes place in small group contexts where pairs of students collaborate to use their language and reasoning to solve unfamiliar, challenging, scientific-like problems.

Promotion of Self-regulation in Preschool Children: Effects and Perceptions of Teachers

2021 ◽  
Author(s):  
Grace Zauza ◽  
Camila Barbosa Riccardi León ◽  
Rauni Jandé Roama-Alves ◽  
Alessandra Gotuzo Seabra ◽  
Natália Martins Dias
Keyword(s):  
Preschool Children ◽  
Self Regulation ◽  
Perceptions Of Teachers

scholarly journals The Structure of Adolescent Temperament and Associations with Psychological Functioning: A Replication and Extension of Snyder et al. (2015)

2020 ◽  
Author(s):  
Katherine M. Lawson ◽  
Olivia E. Atherton ◽  
Richard W. Robins
Keyword(s):  
Relational Aggression ◽  
Factor Structure ◽  
Psychological Functioning ◽  
Effortful Control ◽  
Psychological Research ◽  
Original Study ◽  
Latent Factors ◽  
Using Data ◽  
R Factors ◽  
Adolescent Functioning

The present study attempts to replicate and extend Snyder et al. (2015, JPSP). The original study examined the latent factor structure of the EATQ-R, a commonly used measure of adolescent temperament, and then showed that the resulting latent factors (i.e., Effortful Control, Negative Emotionality, and Positive Emotionality) had theoretically meaningful concurrent associations with various measures of adolescent functioning (depression, anxiety, ADHD, relational aggression, and school performance and behavior). We performed these same analyses using data from a large sample of Mexican-origin youth (N=674), and also examined prospective associations between the three EATQ-R factors and measures of adolescent functioning assessed two years later. We found some evidence supporting the bifactor model fit reported in the original study but poor replication of the correlations among latent factors. Additionally, model comparisons demonstrated that correlated factors models led to more interpretable factors than the bifactor models. In contrast, we replicated most, but not all, of the concurrent correlations (and extended the findings to prospective associations) between the EATQ-R factors and measures of adolescent functioning, supporting the construct validity of the EATQ-R as a measure of adolescent temperament. Thus, these findings raise concerns about the generalizability of the factor structure identified by Snyder et al. (2015), but bolster claims about the generalizability of the concurrent and predictive validity of the EATQ-R. Overall, meaningful differences between the present findings and those of Snyder et al. highlight the importance of ongoing construct validation in youth temperament research, especially with participants from groups traditionally underrepresented in psychological research.

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