Partial Agreement between Task and BRIEF-P-Based EF Measures Depends on School Socioeconomic Status

Autor/inn/en	Nin, Verónica; Delgado, Hernán; Muniz-Terrera, Graciela; Carboni, Alejandra
Titel	Partial Agreement between Task and BRIEF-P-Based EF Measures Depends on School Socioeconomic Status
Quelle	In: Developmental Science, 25 (2022) 5, (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nin, Verónica) ORCID (Delgado, Hernán) ORCID (Muniz-Terrera, Graciela) ORCID (Carboni, Alejandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13241
Schlagwörter	Executive Function; Cognitive Measurement; Behavior Rating Scales; Preschool Children; Socioeconomic Status; Self Control; Short Term Memory; Cognitive Ability; Inhibition; Predictor Variables; Correlation; Questionnaires + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Selbstbeherrschung; Kurzzeitgedächtnis; Denkfähigkeit; Hemmung; Prädiktor; Korrelation; Fragebogen
Abstract	Executive functions (EF), either conceptualized as skills involved in regulation of cognition and emotion in service of goal-oriented behavior, or reductively as working memory, flexibility and inhibitory control, are commonly invoked constructs in developmental science. Two main traditions on EFs measurement prevail, one consisting of ratings obtained through questionnaires that inquire on behavior in common situations, the other based on performance in laboratory tasks. Whether both types of assessment actually refer to the same constructs is not consensual. Further, the role of school context in the degree of correspondence between both types of measures remains largely unexplored. Here, we show in a sample of over 220 children (age M = 5.6, SD = 0.4 years), by means of multilevel models, that whether EF tasks can predict BRIEF-P ratings and vice-versa, depends on the process considered and on the school SES. Inhibitory control, planning, and global executive functioning are associated with BRIEF-P ratings in all schools. In contrast, we found no association among measures of flexibility independently of school SES. For working memory, we found that questionnaire rating predicts span only in high SES schools, but span predicts behaviors across schools. Our findings contribute to a growing body of literature that proposes constructs assessed by questionnaires and tasks only partially overlap and suggests that school SES may be a relevant factor to consider when questionnaires are answered by teachers. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01