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 Riskier Tests of the Validity of Bifactor Models of Psychopathology

2019 ◽  
Author(s):  
Ashley L. Watts ◽  
Holly Poore ◽  
Irwin Waldman
Keyword(s):  
Community Sample ◽  
General Factor ◽  
Symptom Dimensions ◽  
Bifactor Models ◽  
Specific Factors ◽  
Psychopathology Symptom ◽  
Using Data ◽  
P Factor ◽  
Correlated Factors ◽  
Additional Variance

We advanced several “riskier tests” of the validity of bifactor models of psychopathology, which included that the general and specific factors should be reliable and well-represented by their indicators, and that including a general factor should improve the correlated factor model’s external validity. We compared bifactor and correlated factors models using data from a community sample of youth (N=2498) whose parents provided ratings on psychopathology and external criteria (i.e., temperament, aggression, antisociality). Bifactor models tended to yield either general or specific factors that were unstable and difficult to interpret. The general factor appeared to reflect a differentially-weighted amalgam of psychopathology rather than a liability for psychopathology broadly construed. With rare exceptions, bifactor models did not explain additional variance in psychopathology symptom dimensions or external criteria compared with correlated factors models. Together, our findings call into question the validity of bifactor models of psychopathology, and the p-factor more broadly.

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

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

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.

Riskier Tests of the Validity of the Bifactor Model of Psychopathology

2019 ◽  
Vol 7 (6) ◽  
pp. 1285-1303 ◽  
Author(s):  
Ashley L. Watts ◽  
Holly E. Poore ◽  
Irwin D. Waldman
Keyword(s):  
Community Sample ◽  
General Factor ◽  
Symptom Dimensions ◽  
Bifactor Models ◽  
Specific Factors ◽  
Psychopathology Symptom ◽  
Using Data ◽  
P Factor ◽  
Correlated Factors ◽  
Additional Variance

We advanced several “riskier tests” of the validity of bifactor models of psychopathology, which included that the general and specific psychopathology factors should be reliable and well represented by their respective indicators and that including a general factor should improve on the correlated factor model’s external validity. We compared bifactor and correlated factors models of psychopathology using data from a community sample of youth ( N = 2,498) whose parents provided ratings on psychopathology and theoretically relevant external criteria (i.e., personality, aggression, antisociality). Bifactor models tended to yield either general or specific factors that were unstable and difficult to interpret. The general factor appeared to reflect a differentially weighted amalgam of psychopathology rather than a liability for psychopathology broadly construed. With rare exceptions, bifactor models did not explain additional variance in first-order psychopathology symptom dimensions or external criteria compared with correlated factors models. Together, our findings call into question the validity of bifactor models of psychopathology and the p factor more broadly.

scholarly journals Strong Homotypic Continuity in Common Psychopathology-, Internalizing-, and Externalizing-Specific Factors Over Time in Adolescents

2016 ◽  
Vol 5 (1) ◽  
pp. 98-110 ◽  
Author(s):  
Hannah R. Snyder ◽  
Jami F. Young ◽  
Benjamin L. Hankin
Keyword(s):  
Community Sample ◽  
Strong Stability ◽  
General Psychopathology ◽  
Bifactor Models ◽  
Specific Factors ◽  
The Stability ◽  
P Factor ◽  
Heterotypic Continuity ◽  
Internalizing And Externalizing ◽  
Over Time

Dimensional models of psychopathology that posit a general psychopathology factor (i.e., p factor), in addition to specific internalizing and externalizing factors, have recently gained prominence. However, the stability of these factors and the specificity with which they are related to one another over time (e.g., homotypic or heterotypic continuity) have not been investigated. The current study addressed these questions. We estimated bifactor models, with p, internalizing-specific, and externalizing-specific factors, with youth and caretaker reports of symptoms at two time points (18 months apart), in a large community sample of adolescents. Results showed strong stability over time with highly specific links (i.e., p factor at Time 1 to Time 2; internalizing-specific at Time 1 to Time 2 and externalizing-specific at Time 1 to Time 2), suggesting strong homotypic continuity between higher order latent psychopathology factors.

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.

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