Links Between Child Executive Function and Adjustment: A Three-Site Study.

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2025-05-29 DOI:10.1111/cdev.14264

Laure Lu Chen, Jean Anne Heng, Chengyi Xu, Michelle R Ellefson, Miryam Edwards, Hana D'Souza, Elian Fink, Mikeda Jess, Louise Gray, Caoimhe Dempsey, Mishika Mehrotra, Siu Ching Wong, Catherine Wu, Brittany Huang, Jiayin Zheng, Zhen Wu, Rory T Devine, Claire Hughes

{"title":"Links Between Child Executive Function and Adjustment: A Three-Site Study.","authors":"Laure Lu Chen, Jean Anne Heng, Chengyi Xu, Michelle R Ellefson, Miryam Edwards, Hana D'Souza, Elian Fink, Mikeda Jess, Louise Gray, Caoimhe Dempsey, Mishika Mehrotra, Siu Ching Wong, Catherine Wu, Brittany Huang, Jiayin Zheng, Zhen Wu, Rory T Devine, Claire Hughes","doi":"10.1111/cdev.14264","DOIUrl":null,"url":null,"abstract":"Cross-site comparisons indicate that East Asian children typically excel on tests of executive function (EF), but interpreting this contrast is made difficult by both the heavy reliance on testing in school settings and by the scarcity of studies that assess across-site measurement invariance. Addressing these gaps, our study included remote home-based assessments of EF for 1002 children (Mage = 5.19 years, SD = 0.51; 49% male) from England, Hong Kong, and mainland China, as well as parental ratings of externalizing and internalizing adjustment problems (data collected between June 2021 and December 2022). The models established partial scalar invariance but did not show clear site differences. Supporting the universal importance of EF for behavioral self-regulation, EF task performance and parent-rated externalizing problems showed similar inverse associations across sites.","PeriodicalId":10109,"journal":{"name":"Child development","volume":" ","pages":""},"PeriodicalIF":3.9000,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child development","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/cdev.14264","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

Cross-site comparisons indicate that East Asian children typically excel on tests of executive function (EF), but interpreting this contrast is made difficult by both the heavy reliance on testing in school settings and by the scarcity of studies that assess across-site measurement invariance. Addressing these gaps, our study included remote home-based assessments of EF for 1002 children (M_age = 5.19 years, SD = 0.51; 49% male) from England, Hong Kong, and mainland China, as well as parental ratings of externalizing and internalizing adjustment problems (data collected between June 2021 and December 2022). The models established partial scalar invariance but did not show clear site differences. Supporting the universal importance of EF for behavioral self-regulation, EF task performance and parent-rated externalizing problems showed similar inverse associations across sites.

查看原文本刊更多论文

儿童执行功能与适应之间的联系：一项三点研究。

跨地点比较表明，东亚儿童通常在执行功能（EF）测试中表现优异，但由于学校环境中对测试的严重依赖以及评估跨地点测量不变性的研究的缺乏，解释这种对比变得困难。为了解决这些差距，我们的研究纳入了1002名儿童的远程家庭EF评估(年龄= 5.19岁，SD = 0.51；（49%男性），以及父母对外化和内化调整问题的评分（数据收集于2021年6月至2022年12月）。模型建立了部分标量不变性，但没有显示出明显的位点差异。支持EF对行为自我调节的普遍重要性的是，EF任务表现和父母评定的外化问题在各个部位显示出类似的负相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.