Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports

IF 2.8 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2023-09-19 DOI:10.1007/s10212-023-00749-7

Pietro Spataro, Mara Morelli, Sabine Pirchio, Sara Costa, Emiddia Longobardi

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Abstract

Abstract This study investigated the executive functions (EF) of preschool children and their associations with emotional, linguistic, and cognitive skills, using parent and teacher reports. A total of 130 children aged 34 to 71 months participated. The preschool version of the Behavior Rating Inventory of Executive Function (BRIEF-P) was completed by both parents and teachers to assess behavioral difficulties in the use of EFs, while children were administered the Test of Emotion Comprehension (TEC), the Test of Language Evaluation (TVL), and the Coloured Progressive Matrices (CPM). Statistical analyses revealed significant differences between parents’ and teachers’ reports, with parents attributing to children more EF difficulties than parents. Children’s EF difficulties were negatively associated with emotion comprehension, language ability, and non-verbal intelligence, although correlations were stronger when using teachers’ reports. The value of using indirect measurement of preschoolers’ EF problems and the importance of adopting a multi-informant approach are discussed.

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学龄前儿童执行功能与情感、语言和认知技能的关系探讨:家长与教师的报告

摘要本研究利用家长和老师的报告，调查了学龄前儿童的执行功能及其与情感、语言和认知技能的关系。共有130名年龄在34至71个月之间的儿童参与了这项研究。由家长和教师共同完成学前版的执行功能行为评定量表(BRIEF-P)，以评估儿童在使用ef时的行为困难，同时对儿童进行情绪理解测试(TEC)、语言评估测试(TVL)和彩色递进矩阵测试(CPM)。统计分析显示，家长和老师的报告存在显著差异，家长比家长更多地将孩子的英语学习困难归因于孩子。儿童的EF困难与情绪理解、语言能力和非语言智力呈负相关，尽管使用教师报告时相关性更强。本文讨论了学龄前儿童英语问题间接测量的价值和采用多信息来源方法的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.