Cao Xiaojing, Yan Ni
Southwest University, Chongqing, China.
Child Psychiatry Hum Dev. 2024 Nov 7. doi: 10.1007/s10578-024-01778-z.
Using a large sample (n = 1163) from the National Institute of Child Health and Development Study of Early Child Care and Youth Development, the Random Intercept Cross-Lagged Panel Model was employed to unpack the between-person and within-person aspects in the relations between children's academic performance and externalizing/internalizing behaviors during primary school and examined the predictive role of early executive function. Results showed that the reciprocal relations between state-level fluctuations in children's behavioral problems and academic performance were largely unsupported. Children with more advanced early executive function were found to have better academic performance and fewer behavioral problems throughout primary school, supporting the antecedent role of early executive function. These findings suggest that fostering executive function skills early on could be a key strategy for improving both academic outcomes and behavioral adjustment in children.
利用国家儿童健康与人类发展研究所早期儿童保育与青少年发展研究中的一个大样本（n = 1163），采用随机截距交叉滞后面板模型来剖析小学阶段儿童学业成绩与外化/内化行为之间关系的个体间和个体内层面，并检验早期执行功能的预测作用。结果表明，儿童行为问题的状态水平波动与学业成绩之间的相互关系在很大程度上未得到支持。研究发现，早期执行功能更先进的儿童在整个小学阶段学业成绩更好，行为问题更少，这支持了早期执行功能的先行作用。这些发现表明，早期培养执行功能技能可能是改善儿童学业成绩和行为调适的关键策略。
