Association between performance-based and ratings of Turkish children’s executive function

Hamamcı, Beyza; Acar, İbrahim H.; Uyanık, Gülden

doi:10.1007/s12144-021-02307-0

Cited by 3 publications

(1 citation statement)

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“…Although researchers have used these two methods interchangeably to assess executive function and often conflate results from different measurement types, researchers have found that directly measured and parentevaluated executive function are weakly correlated. Some researchers have measured both in children or adolescents and found only a significant weak correlation between the two, 31,32 while others have conducted meta-analyses of correlational studies and found that the overall correlation coefficient between the two was only 0.19. 33 This weak correlation suggests that the directly measured and the parent-evaluated executive function may be inherently different, and thus the two may not be interchangeable.…”

Section: The Impact Of Measurement Methods Of Executive Function On I...mentioning

confidence: 99%

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

Yin,

Wu,

Gai

2024

PRBM

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The purpose of this study was to examine differences between directly measured and parent-evaluated executive function in predicting children's academic achievement and social development, and to explore the mediating roles of peer status and social competence in the effects of executive function on social behavior. Patients and Methods: The study followed 106 first-grade children in an elementary school in China for one year. Regression and mediation analyses were conducted using SPSS 26.0 and AMOS 21.0 to test the hypotheses. Results: First, in a comparison of the predictive role of directly measured and parent-evaluated executive function, directly measured executive function played a more important role in predicting academic achievement, while parent-evaluated executive function played a greater role in predicting social development. Second, parent-evaluated executive function influenced social behavior primarily through social competence and peer status, with social competence playing a more significant mediating role than peer status. Conclusion: Compared with previous studies, the results of the present study provide more direct evidence for the relationship and differences between directly measured and parent-evaluated executive function, further suggesting that they have different efficacy and predictive goals, while the present study also describes the pathways through which executive function influences social behavior: the mediating role of peer status and social competence. This suggests that, on the one hand, educators or researchers need to choose appropriate measures of executive function for their own purposes and, on the other hand, in order to promote the development of children's social behavior, they need to focus on the development of children's executive function, social competence and peer relationships.

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Section: The Impact Of Measurement Methods Of Executive Function On I...mentioning

confidence: 99%

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

Yin,

Wu,

Gai

2024

PRBM

View full text Add to dashboard Cite

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A novel approach to measuring the developmental interactions between working memory and inhibitory control in young children

Jarrold

Wang

2023

Cognitive Development

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Enhancing Computational Thinking, Spatial Reasoning, and Executive Function Skills: The Impact of Tangible Programming Tools in Early Childhood and Across Different Learner Stages

Pellas

2024

Journal of Educational Computing Research

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Tangible programming tools (TPTs) are promising teaching aids in programming courses due to their interactivity and ability to enhance early childhood students’ computational thinking, spatial reasoning, and executive function skills. However, it remains unclear whether TPTs support these skills simultaneously. This study examines the impact of TPTs on enhancing cognitive thinking skills among students at different developmental stages, with a focus on early childhood education. A quasi-experimental study with pre- and post-tests was conducted involving 82 preschoolers aged 5-7. Participants were categorized into three developmental stages (beginner, intermediate, advanced) based on their prior programming experience. A TPT called “Bee-bot Brushing Challenge: A Computational Adventure” was employed during a STEM summer camp program. The findings revealed significant improvements in students’ abstract thinking, problem decomposition, and spatial reasoning skills, particularly among beginners. Participants at intermediate levels showed notable improvement in algorithm design and efficiency. Results also indicate significant differences in cognitive flexibility and inhibitory control between groups, with advanced students outperforming beginners and intermediates while working memory remained unaffected. This research provides important evidence supporting the inclusion of TPTs in early childhood curricula to foster comprehensive cognitive development. It offers valuable insights for educators and policymakers in designing similar learning environments.

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Association between performance-based and ratings of Turkish children’s executive function

Cited by 3 publications

References 50 publications

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

Comparative Analysis Between Directly Measured and Parent-Evaluated Executive Function: Predicting Children’s Academic Achievement and Social Development in a One-Year Longitudinal Study

A novel approach to measuring the developmental interactions between working memory and inhibitory control in young children

Enhancing Computational Thinking, Spatial Reasoning, and Executive Function Skills: The Impact of Tangible Programming Tools in Early Childhood and Across Different Learner Stages

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