{"title":"Relations Between Academic and Behavioral Adaptations: The Antecedent Effects of Executive Function.","authors":"Xiaojing Cao, Ni Yan","doi":"10.1007/s10578-024-01778-z","DOIUrl":null,"url":null,"abstract":"<p><p>Using a large sample (n = 1163) from the National Institute of Child Health and Development Study of Early Child Care and Youth Development, the Random Intercept Cross-Lagged Panel Model was employed to unpack the between-person and within-person aspects in the relations between children's academic performance and externalizing/internalizing behaviors during primary school and examined the predictive role of early executive function. Results showed that the reciprocal relations between state-level fluctuations in children's behavioral problems and academic performance were largely unsupported. Children with more advanced early executive function were found to have better academic performance and fewer behavioral problems throughout primary school, supporting the antecedent role of early executive function. These findings suggest that fostering executive function skills early on could be a key strategy for improving both academic outcomes and behavioral adjustment in children.</p>","PeriodicalId":10024,"journal":{"name":"Child Psychiatry & Human Development","volume":" ","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Psychiatry & Human Development","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1007/s10578-024-01778-z","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0
Abstract
Using a large sample (n = 1163) from the National Institute of Child Health and Development Study of Early Child Care and Youth Development, the Random Intercept Cross-Lagged Panel Model was employed to unpack the between-person and within-person aspects in the relations between children's academic performance and externalizing/internalizing behaviors during primary school and examined the predictive role of early executive function. Results showed that the reciprocal relations between state-level fluctuations in children's behavioral problems and academic performance were largely unsupported. Children with more advanced early executive function were found to have better academic performance and fewer behavioral problems throughout primary school, supporting the antecedent role of early executive function. These findings suggest that fostering executive function skills early on could be a key strategy for improving both academic outcomes and behavioral adjustment in children.
本研究利用美国国家儿童健康与发展研究所(National Institute of Child Health and Development)的 "儿童早期保育与青少年发展研究"(Early Child Care and Youth Development Study of Early Child Care and Youth Development)的大量样本(n = 1163),采用随机截距交叉滞后面板模型(Random Intercept Cross-Lagged Panel Model)分析了小学阶段儿童学业成绩与外化/内化行为之间的人际关系和人内关系,并考察了早期执行功能的预测作用。结果表明,儿童行为问题的状态波动与学业成绩之间的相互关系在很大程度上得不到支持。结果发现,早期执行功能较强的儿童在整个小学阶段的学业成绩较好,行为问题较少,这支持了早期执行功能的先行作用。这些研究结果表明,早期培养执行功能技能可能是提高儿童学业成绩和行为适应能力的关键策略。
期刊介绍:
Child Psychiatry & Human Development is an interdisciplinary international journal serving the groups represented by child and adolescent psychiatry, clinical child/pediatric/family psychology, pediatrics, social science, and human development. The journal publishes research on diagnosis, assessment, treatment, epidemiology, development, advocacy, training, cultural factors, ethics, policy, and professional issues as related to clinical disorders in children, adolescents, and families. The journal publishes peer-reviewed original empirical research in addition to substantive and theoretical reviews.