Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems

Cumming, Michelle M.; Smith, Stephen W.; O’Brien, Kristen Merrill

doi:10.1002/pits.22293

Cited by 18 publications

(33 citation statements)

References 78 publications

(145 reference statements)

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“…It is often a better indicator of children’s school readiness and performance, including behavioral competence (Morgan et al, 2009, 2019), than previous academic knowledge or IQ (e.g., Duckworth & Seligman 2005; McClelland et al, 2007). In contrast, EF deficits are associated with an array of maladaptive behaviors (see meta-analysis, Schoemaker et al, 2013) and mental health problems (Zelazo, 2020), including attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, conduct disorder, and other emotional and behavioral disorders (e.g., Cumming et al, 2019; see meta-analysis Noordermeer et al, 2016). Thus, when identifying students at risk for behavior and mental health problems in schools and developing targeted services (Wass et al, 2012; Willoughby et al, 2011; Willoughby et al, 2016), school-based professionals (e.g., school psychologists) should use valid and reliable measures of EF.…”

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confidence: 99%

A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

et al. 2021

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Early identification of executive dysfunction and timely school-based intervention efforts are critical for students at risk for problematic behaviors during early elementary school. The original Behavior Rating Inventory of Executive Functioning (BRIEF) was designed to measure real-world behavioral manifestations of executive functioning, neurocognitive processes critical for school success. With the updated BRIEF-2, independent validation is needed with kindergarten and first grade students at risk for emotional and behavioral disorders. Thus, using item level analyses, we examined the factor structure of the BRIEF-2 Teacher Rating form with 1,112 students. Results indicated little evidence for the original three-index model and supported a modified two-index model, with a Cognitive Regulation Index and an overall Behavior–Emotion Regulation Index. Criterion related validity indicated positive relationships with performance-based executive functioning (Head-Toes-Knees-Shoulders) and later internalizing and externalizing behaviors. We discuss implications of findings for early identification and school-based intervention efforts, as well as future research.

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confidence: 99%

A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

et al. 2021

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“…To summarize, approximately 40% of the Spanish sample was grouped into the highest anxiety profile configured by the LPA. Students of this profile (i.e., High Anxiety) manifest negative thoughts about other students, emotional discomfort, and misbehavior to a greater extent than those who were classified into High School-based performance Anxiety (approximately 10% of the Spanish sample), probably because of a tendency to judge and react impulsively [69]. These profiles do not differ significantly from each other for any of the remaining manifestations and sources of school-based distress (i.e., physiological manifestations of distress, negative perceptions of teachers, academic stress, and poor academic self-concept).…”

Section: Discussionmentioning

confidence: 98%

Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress

Fernández-Sogorb

Sanmartín

Vicent

et al. 2021

IJERPH

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Failure in dealing with anxiety-provoking situations and stressors in the school setting may have negative consequences not only on children’s performance, but also on their well-being in the future. This research aimed to examine the relationship of forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) with sources (teacher interactions, academic stress, peer interactions, and academic self-concept) and manifestations (emotional, behavioral, and physiological) of school-based distress. Specifically, our objectives were to examine the correlations between anxiety and school-based distress and, using a person-centered approach, to verify whether different anxiety profiles differed in their levels of distress. The Visual Analogue Scale for Anxiety-Revised (VAA-R) and the School Situation Survey (SSS) were administered to 756 Spanish students (Mage = 9.6, SD = 1.12); 50.3% were girls. Pearson’s correlation coefficients revealed a positive and significant association between each form of anxiety and each source and manifestation of distress. The latent profile analysis identified three anxiety profiles: High Anxiety, High School-based performance Anxiety, and Low Anxiety. The High Anxiety profile scored significantly higher in all sources and manifestations of distress than the Low Anxiety profile. The High Anxiety profile showed significantly higher scores in peer interactions and emotional and behavioral manifestations of distress than the group High School-based performance Anxiety. Suggestions for intervention strategies according to the risk profile are discussed.

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“…This is in line with the findings of the study by Pelton et al, 90 where disengagement indicates the presence of adjustment issues and increases internalizing and externalizing problems among adolescents. [91][92][93] Disengaging oneself from activities increases aggression and violence during late adolescent. 94…”

Section: Disengagement Subscalementioning

confidence: 99%

Development of a Scale to Measure Psychosocial Risks and Protective Factors in Adolescents

Ashmitha

Annalakshmi

2022

Journal of Indian Association for Child and Adolescent Mental H

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Background: Resilience among adolescents can best be understood by examining the risk and protective factors in the lives of at-risk adolescents. A standardized tool to identify adolescent psychosocial risk and protective factors may help better understand the strengths, vulnerabilities, and the potential for resilience among adolescents. Hence, the present study aims to identify and measure the risk and protective factors in the lives of adolescents. Methods: A sequential exploratory mixed-methods design was used to develop a tool that measures risk and protective factors among adolescents. The qualitative study explored psychosocial risk and protective factors among high-risk adolescents using 4 major domains: individual, family, school, and community. To develop the tool, prisoners (N = 12), caregivers of the prisoners’ children (N = 12), teachers of the prisoners’ children (N = 12), and prison authorities (N = 12) were interviewed about their experiences with prisoners’ children. The interview data were analyzed, and items reflecting the risk and protective factors in the lives of the adolescent children of incarcerated parents were generated. The item pool consisting of 239 items was administered to a sample of 312 rural adolescent students. To validate the risk factors scale and protective factors scale, self-report scales measuring behavior problems, adjustment, well-being, and positivity were used. Results: The new tool developed to measure the risk and protective factors for adolescent psychosocial development was found to have adequate test-retest reliability, content validity, convergent validity, and divergent validity. Conclusion: In this study, a scale to identify psychosocial risk and protective factors was developed and standardized. The tool will be helpful to psychologists and counselors working with adolescents to understand the risks and protective factors present in their lives and design interventions to nurture resilience in them.

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Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems

Cited by 18 publications

References 78 publications

A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress

Development of a Scale to Measure Psychosocial Risks and Protective Factors in Adolescents

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