Executive Function, Perceived Stress, and Academic Performance among Middle Schoolers with and without Behavior Problems

Autor/inn/en	Cumming, Michelle M.; Oblath, Rachel; Qiu, Yuxi; Frazier, Stacy L.; Zelazo, Philip David; Flores, Helen; Park, Jeehyun
Titel	Executive Function, Perceived Stress, and Academic Performance among Middle Schoolers with and without Behavior Problems
Quelle	(2023), (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cumming, Michelle M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Executive Function; Anxiety; Academic Achievement; Middle School Students; Behavior Problems; Emotional Problems; Behavior Disorders; At Risk Students; Minority Group Students; Grade 6; Grade 7; Student Behavior; Urban Schools; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Angst; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Student behaviour; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF. [This is the online version of an article published in "Remedial and Special Education."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01