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The Association between Classroom Descriptive Norms, Relationship Quality and the Development of Adolescents' Executive Functioning: A Longitudinal Perspective

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Title: The Association between Classroom Descriptive Norms, Relationship Quality and the Development of Adolescents' Executive Functioning: A Longitudinal Perspective
Language: English
Authors: Nikki C. Lee (ORCID 0000-0001-9135-4821), Verena Hofmann, Christoph M. Müller, Dieter Baeyens, Mariëtte Huizinga
Source: Journal of Early Adolescence. 2026 46(3):393-420.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Early Adolescents, Executive Function, Longitudinal Studies, Social Influences, Behavior Standards, Social Behavior, Foreign Countries, Peer Influence, Child Development, Adolescent Development, Social Support Groups
Geographic Terms: Netherlands
DOI: 10.1177/02724316251322694
ISSN: 0272-4316
1552-5449
Abstract: Despite work demonstrating that executive function development is influenced by the social environment during childhood, little is known about these processes during adolescence either inside or outside the classroom. This study examined the relationship between executive function development and two social-contextual factors, namely the impact of classroom descriptive norms regarding executive functioning, and perceived social support from teachers and peers. Self-report data was collected from 425 early adolescents (Mage T1 = 13.28; SD = 0.80, 47.1% female) at two timepoints approximately one year apart. Multilevel analyses showed that individual levels of executive functioning were a stronger predictor of executive function development than classroom levels of executive functions. Social support from teachers and peers was not related to executive function development. While these findings offer an initial suggestion that executive function development may occur relatively independently of the social environment, we offer suggestions for future studies to explore this relationship in more detail.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496112
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Despite work demonstrating that executive function development is influenced by the social environment during childhood, little is known about these processes during adolescence either inside or outside the classroom. This study examined the relationship between executive function development and two social-contextual factors, namely the impact of classroom descriptive norms regarding executive functioning, and perceived social support from teachers and peers. Self-report data was collected from 425 early adolescents (Mage T1 = 13.28; SD = 0.80, 47.1% female) at two timepoints approximately one year apart. Multilevel analyses showed that individual levels of executive functioning were a stronger predictor of executive function development than classroom levels of executive functions. Social support from teachers and peers was not related to executive function development. While these findings offer an initial suggestion that executive function development may occur relatively independently of the social environment, we offer suggestions for future studies to explore this relationship in more detail.
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      – SubjectFull: Longitudinal Studies
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