Theoretical accounts and experimental data on young children have shown that executive functions (EFs) are predicted by experiential factors. However, studies on school-aged children are rare. The present study has addressed this gap using a short-term cross-lagged longitudinal design focusing on the relationship between working memory (WM), conflict inhibition (CI), and peer acceptance (PA) and rejection (PR) in middle childhood. 245 children, aged 8 to 12 years at Time 1 (M = 10.03 years, SD = 1.21 years), were tested three times over 1 year. SEM showed that (a) PA at Times 1 and 2 positively predicted WM at Times 2 and 3 and (b) PR at Time 1 negatively predicted CI at Time 2. Our findings are in line with the view that EFs are significantly affected by children's social life at school and are interpreted in light of the regulatory depletion model and of the socio-constructivist models. HighlightsWe examine cross-lagged associations between children's peer relationships and executive functions in the school context. Peer acceptance predicts working memory development and peer rejection predicts inhibition development in middle childhood. Executive functioning development is sensitive to children's social experiences with peers at school.

(2020). Executive function in the school context: The role of peer relationships [journal article - articolo]. In INFANT AND CHILD DEVELOPMENT. Retrieved from http://hdl.handle.net/10446/147718

Executive function in the school context: The role of peer relationships

Bianco, F.;
2020-01-01

Abstract

Theoretical accounts and experimental data on young children have shown that executive functions (EFs) are predicted by experiential factors. However, studies on school-aged children are rare. The present study has addressed this gap using a short-term cross-lagged longitudinal design focusing on the relationship between working memory (WM), conflict inhibition (CI), and peer acceptance (PA) and rejection (PR) in middle childhood. 245 children, aged 8 to 12 years at Time 1 (M = 10.03 years, SD = 1.21 years), were tested three times over 1 year. SEM showed that (a) PA at Times 1 and 2 positively predicted WM at Times 2 and 3 and (b) PR at Time 1 negatively predicted CI at Time 2. Our findings are in line with the view that EFs are significantly affected by children's social life at school and are interpreted in light of the regulatory depletion model and of the socio-constructivist models. HighlightsWe examine cross-lagged associations between children's peer relationships and executive functions in the school context. Peer acceptance predicts working memory development and peer rejection predicts inhibition development in middle childhood. Executive functioning development is sensitive to children's social experiences with peers at school.
articolo
2020
Lecce, S.; Bianco, Federica; Ronchi, L.
(2020). Executive function in the school context: The role of peer relationships [journal article - articolo]. In INFANT AND CHILD DEVELOPMENT. Retrieved from http://hdl.handle.net/10446/147718
File allegato/i alla scheda:
File Dimensione del file Formato  
icd.2151.pdf

Solo gestori di archivio

Versione: publisher's version - versione editoriale
Licenza: Licenza default Aisberg
Dimensione del file 337.77 kB
Formato Adobe PDF
337.77 kB Adobe PDF   Visualizza/Apri
Pubblicazioni consigliate

Aisberg ©2008 Servizi bibliotecari, Università degli studi di Bergamo | Terms of use/Condizioni di utilizzo

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10446/147718
Citazioni
  • Scopus 17
  • ???jsp.display-item.citation.isi??? 16
social impact