Bailey Brittany A, Andrzejewski Sophia K, Greif Sarah M, Svingos Adrian M, Heaton Shelley C
Department of Clinical and Health Psychology, University of Florida, Gainesville, FL 32610, USA.
Children (Basel). 2018 Jun 21;5(7):83. doi: 10.3390/children5070083.
The current study evaluated a model of youth academic self-concept which incorporates practical executive functioning behaviors and academic achievement. Though greater academic achievement has been linked to both positive self-concept and better executive functioning, these constructs have not been examined simultaneously. It was hypothesized that academic achievement would mediate the association between problems with executive functioning and academic self-concept such that youth with more problems with executive functioning would have lower academic achievement and, in turn, lower academic self-concept. Clinical data was analyzed from a diagnostically heterogeneous sample of youth ( = 122) who underwent neuropsychological evaluation. Problems with executive functioning were assessed using the Behavior Rating Inventory of Executive Function. Academic achievement was assessed using the Woodcock⁻Johnson Tests of Achievement or Wechsler Individual Achievement Test. Academic self-concept was assessed using the youth-report version of the Behavioral Assessment System for Children. Surprisingly, findings indicate that academic achievement is not significantly associated with problems with executive functioning or academic self-concept. However, greater problems with executive functioning are associated with decreased academic self-concept. The overall model included several covariates and accounted for 10% of the variance in academic self-concept. Findings suggest that executive skills may be essential for aligning academic achievement with classroom performance. Though various child characteristic covariates were included, the model accounted for a small amount of variance suggesting that future studies should examine contributing contextual factors.
当前的研究评估了一个青少年学业自我概念模型，该模型纳入了实际的执行功能行为和学业成绩。虽然更高的学业成绩与积极的自我概念和更好的执行功能都有关联，但这些构念尚未同时得到检验。研究假设学业成绩会在执行功能问题与学业自我概念之间的关联中起中介作用，即执行功能问题较多的青少年学业成绩较低，进而学业自我概念也较低。对来自接受神经心理学评估的青少年（n = 122）这一诊断异质性样本的临床数据进行了分析。使用执行功能行为评定量表评估执行功能问题。使用伍德科克 - 约翰逊成就测验或韦氏个别成就测验评估学业成绩。使用儿童行为评估系统的青少年报告版评估学业自我概念。令人惊讶的是，研究结果表明学业成绩与执行功能问题或学业自我概念没有显著关联。然而，执行功能问题较多与学业自我概念下降有关。总体模型纳入了几个协变量，解释了学业自我概念中10%的方差。研究结果表明，执行技能对于使学业成绩与课堂表现保持一致可能至关重要。虽然纳入了各种儿童特征协变量，但该模型解释的方差量较小，这表明未来的研究应考察相关的背景因素。
