Shanghai Key Laboratory of Brain Functional Genomics.
Dev Psychol. 2019 Oct;55(10):2147-2158. doi: 10.1037/dev0000790. Epub 2019 Aug 1.
Deficits in executive function have been associated with internalizing problems in children. Yet little is known about the mechanisms that may explain this association. Using longitudinal data across elementary school years ( = 1,364), this study examined the role of peer difficulty and poor academic performance in understanding longitudinal associations between executive function and internalizing problems. Executive function was measured in first grade with observed tasks and standardized tests. Peer difficulty and academic performance were reported by teachers and/or mothers at three waves. Internalizing problems were reported by mothers at four waves. Using structural equation modeling, results demonstrated that peer difficulty and poor academic performance independently mediated longitudinal relations between executive function and internalizing problems. Findings highlighted the importance of children's functioning in key identity domains in understanding the adverse impact of inferior executive function on internalizing problems in school-age children. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
执行功能缺陷与儿童的内化问题有关。然而，对于可能解释这种关联的机制知之甚少。本研究使用整个小学阶段的纵向数据（n=1364），考察了同伴困难和学业成绩不良在理解执行功能与内化问题之间的纵向关联中的作用。在一年级使用观察任务和标准化测试测量执行功能。同伴困难和学业成绩由教师和/或母亲在三个时间点报告。内化问题由母亲在四个时间点报告。使用结构方程模型，结果表明，同伴困难和学业成绩不良独立中介了执行功能与内化问题之间的纵向关系。研究结果强调了儿童在关键身份领域的功能在理解执行功能低下对学龄儿童内化问题的不利影响方面的重要性。
