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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 0000-0002-2745-3574), Bianco, Federica (ORCID 0000-0002-9530-3084), Ronchi, Luca
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
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  Data: <searchLink fieldCode="AR" term="%22Lecce%2C+Serena%22">Lecce, Serena</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2745-3574">0000-0002-2745-3574</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bianco%2C+Federica%22">Bianco, Federica</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9530-3084">0000-0002-9530-3084</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ronchi%2C+Luca%22">Ronchi, Luca</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Infant+and+Child+Development%22"><i>Infant and Child Development</i></searchLink>. Jan-Feb 2020 29(1).
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  Data: 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
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  Data: 23
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  Data: <searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Inhibition%22">Inhibition</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Acceptance%22">Peer Acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Isolation%22">Social Isolation</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preadolescents%22">Preadolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Life%22">Social Life</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink>
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  Data: 10.1002/icd.2151
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– Name: Abstract
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  Data: 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.
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        Value: 10.1002/icd.2151
    Languages:
      – Text: English
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      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Conflict
        Type: general
      – SubjectFull: Inhibition
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      – SubjectFull: Peer Acceptance
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      – SubjectFull: Social Isolation
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      – SubjectFull: Children
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      – SubjectFull: Preadolescents
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Social Life
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      – SubjectFull: Educational Environment
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      – TitleFull: Executive Function in the School Context: The Role of Peer Relationships
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            NameFull: Lecce, Serena
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            NameFull: Bianco, Federica
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            NameFull: Ronchi, Luca
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              Y: 2020
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            – TitleFull: Infant and Child Development
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