Intentional Self-Regulation and Executive Functions: Overlap and Uniqueness in Predicting Positive Development among Youth in Iceland

Autor/inn/en	Gestsdottir, Steinunn; Geldhof, G. John; Birgisdóttir, Freyja; Andrésdóttir, Jóhanna C.
Titel	Intentional Self-Regulation and Executive Functions: Overlap and Uniqueness in Predicting Positive Development among Youth in Iceland
Quelle	In: Journal of Early Adolescence, 43 (2023) 5, S.545-576 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gestsdottir, Steinunn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/02724316221113355
Schlagwörter	Foreign Countries; Metacognition; Executive Function; Correlation; Grade 6; Outcomes of Education; Prediction; Grade 7; National Competency Tests; Scores; Symptoms (Individual Disorders); Depression (Psychology); Anxiety; Risk; Health Behavior; Adolescent Development; Well Being; Academic Achievement; Measures (Individuals); Student Attitudes; Grades (Scholastic); Iceland; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; School year 06; 6. Schuljahr; Schuljahr 06; Lernleistung; Schulerfolg; Vorhersage; School year 07; 7. Schuljahr; Schuljahr 07; Psychiatrische Symptomatik; Angst; Risiko; Health behaviour; Gesundheitsverhalten; Well-being; Wellness; Wohlbefinden; Schulleistung; Messdaten; Schülerverhalten; Notenspiegel; Island
Abstract	This study examined relations between intentional self-regulation (ISR) and executive functions (EFs) among 84 Icelandic youth in Grade 6 (mean age 11.7 years; 51% girls) and their contributions to healthy and problematic outcomes a year later. ISR was indicated by the Selection, Optimization and Compensation model (SOC) and Self-Regulated Learning (SRL). EF was indicated by attention shifting, inhibition, and working memory (WM). Only WM was related to ISR. Furthermore, ISR tended to uniquely predict Grade 6 outcomes, but the inverse was less true. In Grade 7, EF but not ISR uniquely predicted national test scores, and symptoms of depression and anxiety, whereas ISR remained a stronger predictor of Positive Youth Development (PYD) and risk behavior. These findings suggest a limited relation between ISR and EF, and that ISR is important to the general well-being of youth, whereas EFs may play a role in the development of problems and academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01