The Relationship between Executive Functions and Externalizing Behavior Problems in Early Childhood Education

López, Miriam Romero; Quesada-Conde, Ana Belén; Bernardo, Gloria Álvarez; Justicia-Arráez, Ana

doi:10.1016/j.sbspro.2017.02.121

Cited by 17 publications

(9 citation statements)

References 22 publications

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“…Advanced math requires combining basic strategies with higher-level strategies, identifying the correct strategies among multiple options, and appropriately executing the relevant strategies (Schoenfeld, 1992). These academic demands may improve children’s executive functioning skills, and executive functioning, in turn, has been shown to be an important correlate of attentional focus and externalizing behaviors (Romero-Lopez, Quesada-Conde, Bernardo, & Justicia-Arraez, 2017; Sasser, Bierman, Heinrichs, & Nix, 2017).…”

Section: Discussionmentioning

confidence: 99%

Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?

Schaack

Neishi

et al. 2019

American Educational Research Journal

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Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children’s social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not only with improved math and English/language arts achievement but also with improved social-emotional outcomes. Greater exposure to advanced content was associated with better interpersonal skills, better approaches to learning, better attentional focus, and lower externalizing behaviors. The results suggest that advanced academic content can be taught without compromising children’s social-emotional skills.

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Section: Discussionmentioning

confidence: 99%

Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?

Schaack

Neishi

et al. 2019

American Educational Research Journal

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“…Although EF develops early on and continues developing through late adolescence, the preschool period is the most critical 11 . Deficits in EF could bring to school underachievement, emotional–behavioral problems, neurodevelopmental disorders, and poor physical health, including obesity 12,13 …”

Section: Introductionmentioning

confidence: 99%

Bidirectional prediction between weight status and executive function in children and adolescents: A systematic review and meta‐analysis of longitudinal studies

et al. 2022

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Summary This study examined the predictability of child weight status on executive function (EF) and vice versa. We searched PubMed, CINAHL, Web of Science, and EMBASE for longitudinal studies conducted in children and adolescents on October 31, 2021. A pairwise meta‐analysis was performed using a frequentist random‐effects approach. The quality of all included studies was evaluated using Newcastle–Ottawa Scale and GRADE assessments. This study included 18 longitudinal studies (N = 30,101). Overall executive functioning was a significant negative predictor of child weight status (pooled beta coefficient = −0.14; 95% confidence interval [CI] [−0.22 to −0.07]; I2 = 97%). The pooled odds ratio also revealed that high EF children had a significant lower risk for developing overweight/obesity (odds ratio [OR] = 0.72; 95% CI [0.59 to 0.87]; I2 = 72%). Conversely, child weight status was a significant negative predictor of overall executive functioning (pooled beta coefficient = −0.06; 95% CI [−0.12 to −0.01]; I2 = 81%). These results suggest a bidirectional prediction between child weight status and EF. These predictabilities are low but potentially beneficial for implementation in childcare systems.

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“…Daily living requires EF because EF is critical for academic achievement, successful work, and physical and mental well-being (Diamond, 2013). An individual with executive dysfunction could struggle with planning, problem-solving, and time management, which could be related to emotional-behavioural problems (Romero-L opez et al, 2017). Executive functioning skills develop rapidly in early life, particularly before the age of five, and gradually adjust throughout early adulthood (National Scientific Council on the Developing Child, National Forum on Early Childhood Policy and Programs, 2011).…”

Section: Introductionmentioning

confidence: 99%

Associated biological and environmental factors of impaired executive function in preschool‐aged children: A population‐based study

Likhitweerawong

Khorana

Boonchooduang

et al. 2023

Infant and Child Development

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Executive function (EF) is essential for academic achievement, successful work, and physical and mental health. Although evidence shows that several factors have been linked to EF, these results are mixed. This study aims to identify both biological and environmental variables associated with impaired EF in preschoolers. This study was a populationbased cross-sectional study of healthy children aged 2-5 years from public and private schools in Chiang Mai, Thailand. EF was assessed using a parent report of the Behaviour Rating Inventory of Executive Function-Preschool (BRIEF-P). Multivariable logistic regression analysis was used to explore the biological and environmental factors relevant to impaired executive functioning. In a total of 1540 included children, 213 children (13.83%) were defined as impaired EF. We found that biological factorsmale (odds ratio [OR], 1.41, 95% confidence interval [CI] [1.04-1.91]), overweight/obesity (OR, 1.59, 95% CI [1.10-2.31]), less physical activity (OR, 1.77, 95% CI [1.10-2.84]), and environmental factors-low maternal education (OR, 1.61, 95% CI [1.13-2.31]), permissive parenting style (OR, 2.75, 95% CI [1.24-6.13]), and excessive screen exposure (OR, 1.66, 95% CI [1.15-2.41])-are associated with an increased risk of impaired EF. Adjusting modifiable factors, such as healthy weight status, positive parenting,

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The Relationship between Executive Functions and Externalizing Behavior Problems in Early Childhood Education

Cited by 17 publications

References 22 publications

Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?

Advanced Content Coverage at Kindergarten: Are There Trade-Offs Between Academic Achievement and Social-Emotional Skills?

Bidirectional prediction between weight status and executive function in children and adolescents: A systematic review and meta‐analysis of longitudinal studies

Associated biological and environmental factors of impaired executive function in preschool‐aged children: A population‐based study

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