学龄儿童的应对策略和社交技能:与执行功能的绩效测量和行为评分的关系。

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Mónica Pino Muñoz, Vanessa Arán Filippetti
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引用次数: 0

摘要

本研究的目的是分析基于绩效测量和行为评定(执行功能行为评定量表-2 [BRIEF-2])的执行功能(EF)与儿童应对和社交技能的关系。为此,我们首先在智利的275名8-12岁的女孩和男孩样本中,基于基于绩效的措施检查了EF的结构。验证性因子分析显示,三因素解决方案最适合(1)工作记忆,(2)认知灵活性和(3)抑制是独立但相关的组成部分。EF与应对和社交技能之间存在选择性关联,且根据EF的评估方法存在差异。具体来说,当基于绩效的测量来评估EF时,只有抑制控制与构念有关。同时,基于行为评分(包括BRIEF-2的所有维度)评估的EF与应对和社交技能有选择性关联,主要是在教师进行评估时。最后,结构方程模型(SEM)显示抑制控制对应对和社交技能有直接影响。然而,当基于评级评估EF时,教师和家长的报告之间存在差异。这些结果揭示了EF对应对和社交技能的不同影响不仅取决于评估方式,而且取决于信息提供者,强调了综合EF评估的相关性;他们还提供了有关EF与儿童应对和社交技能之间关系的相关信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Coping Strategies and Social Skills of School-Aged Children: Association with Performance-Based Measures and Behavioral Ratings of Executive Function.

The aim of the present study was to analyze the association of executive function (EF) based on performance-based measures and behavioral ratings (Behavior Rating Inventory of Executive Function-2 [BRIEF-2]) with coping and social skills in children. To this end, we first examined the structure of EF based on performance-based measures in a Chilean sample of 275 girls and boys aged 8-12 years. Confirmatory factor analysis showed the best fit for the three-factor solution, with (1) working memory, (2) cognitive flexibility, and (3) inhibition as separate but related components. Selective associations were found between EF and coping and social skills, with differences according to the assessment method for EF. Specifically, only inhibitory control was related to the constructs when EF was assessed based on the performance-based measures. Meanwhile, EF assessed based on the behavioral ratings, including all dimensions of the BRIEF-2, were selectively associated with coping and social skills, mainly when the evaluation was performed by the teachers. Finally, structural equation models (SEM) showed that inhibitory control had direct effects on coping and social skills. However, when EF was assessed based on ratings, differences were observed between the teachers' and parents' reports. These results reveal the varying effects of EF on coping and social skills depending not only on the modality of assessment but also on the informant, emphasizing the relevance of comprehensive EF evaluation; they also provide relevant information regarding the relationship between EF and coping and social skills in children.

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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
期刊介绍: The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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