Bi-Directional Relations between Behavioral Problems and Executive Function: Assessing the Longitudinal Development of Self-Regulation

Autor/inn/en	Li, Chen; Hart, Emma R.; Duncan, Robert J.; Watts, Tyler W.
Titel	Bi-Directional Relations between Behavioral Problems and Executive Function: Assessing the Longitudinal Development of Self-Regulation
Quelle	In: Developmental Science, 26 (2023) 3, (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Chen) ORCID (Duncan, Robert J.) ORCID (Watts, Tyler W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13331
Schlagwörter	Behavior Problems; Child Behavior; Self Control; Executive Function; Children; Adolescents; Low Income Groups; Correlation; Child Development + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Kindesentwicklung
Abstract	During childhood, the ability to limit problem behaviors (i.e., externalizing) and the capacity for cognitive regulation (i.e., executive function) are often understood to develop in tandem, and together constitute two major components of self-regulation research. The current study examines bi-directional relations between behavioral problems and executive function over the course of childhood and adolescence. Relying on a diverse sample of children growing up in low-income neighborhoods, we applied a random intercept cross-lagged panel model to longitudinally test associations between behavioral problems and executive function from age 4 through age 16. With this approach, which disaggregated between- and within-child variation, we did not observe significant cross-lagged paths, suggesting that within-child development in one domain did not strongly relate to development in the other. We also observed a moderate correlation between the stable between-child components of behavioral problems and executive function over time in our preferred model, suggesting that these two domains may be relatively distinct when modeled from early childhood through adolescence. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01