Executive Function in the School Context: The Role of Peer Relationships
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| Title: | Executive Function in the School Context: The Role of Peer Relationships |
|---|---|
| Language: | English |
| Authors: | Lecce, Serena (ORCID |
| Source: | Infant and Child Development. Jan-Feb 2020 29(1). |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Peer Relationship, Executive Function, Short Term Memory, Conflict, Inhibition, Peer Acceptance, Social Isolation, Children, Preadolescents, Predictor Variables, Social Life, Educational Environment |
| DOI: | 10.1002/icd.2151 |
| ISSN: | 1522-7227 |
| Abstract: | Theoretical accounts and experimental data on young children have shown that executive functions (EFs) are predicted by experiential factors. However, studies on school-aged children are rare. The present study has addressed this gap using a short-term cross-lagged longitudinal design focusing on the relationship between working memory (WM), conflict inhibition (CI), and peer acceptance (PA) and rejection (PR) in middle childhood. 245 children, aged 8 to 12 years at Time 1 (M = 10.03 years, SD = 1.21 years), were tested three times over 1 year. SEM showed that (a) PA at Times 1 and 2 positively predicted WM at Times 2 and 3 and (b) PR at Time 1 negatively predicted CI at Time 2. Our findings are in line with the view that EFs are significantly affected by children's social life at school and are interpreted in light of the regulatory depletion model and of the socio-constructivist models. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1244383 |
| Database: | ERIC |
| Abstract: | Theoretical accounts and experimental data on young children have shown that executive functions (EFs) are predicted by experiential factors. However, studies on school-aged children are rare. The present study has addressed this gap using a short-term cross-lagged longitudinal design focusing on the relationship between working memory (WM), conflict inhibition (CI), and peer acceptance (PA) and rejection (PR) in middle childhood. 245 children, aged 8 to 12 years at Time 1 (M = 10.03 years, SD = 1.21 years), were tested three times over 1 year. SEM showed that (a) PA at Times 1 and 2 positively predicted WM at Times 2 and 3 and (b) PR at Time 1 negatively predicted CI at Time 2. Our findings are in line with the view that EFs are significantly affected by children's social life at school and are interpreted in light of the regulatory depletion model and of the socio-constructivist models. |
|---|---|
| ISSN: | 1522-7227 |
| DOI: | 10.1002/icd.2151 |
