Self‐regulation in preschool: Are executive function and effortful control overlapping constructs?

Developmental Science, Journal Year: 2022, Volume and Issue: 25(6)

Published: April 28, 2022

The concepts of executive function (EF) and effortful control (EC) are strikingly similar. EF originate from neurocognitive research described as an accumulation cognitive processes that serve the goal-oriented self-regulation (SR) individual. EC originates temperament is defined efficiency attention, including ability to inhibit a dominant response, activate subdominant proceed in planned manner recognize conflicts or errors. aim this article was examine association between constructs at preschool-age. Eighty-eight children (49 female; M-age = 3.93 years, SD .78) were tested with computerized battery designed assess 3-6 years age (EF Touch). Children's parents completed questionnaires assessing impairments (BRIEF-P) (CBQ). Associations their conceptual overlap analyzed using correlations confirmatory factor analyses. We found significant measures. A one-factor model fitted data very well indicated indeed overlapping highly similar constructs. Therefore, our results show measures have substantial preschoolers suggest integrated self-regulation.

Language: Английский

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Teaching self-regulation

Nature Human Behaviour, Journal Year: 2022, Volume and Issue: 6(12), P. 1680 - 1690

Published: Oct. 13, 2022

Language: Английский

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Psychological mechanism of acceptance and commitment therapy and rational emotive behavior therapy for treating hoarding: Evidence from randomized controlled trials

Frontiers in Public Health, Journal Year: 2023, Volume and Issue: 11

Published: Feb. 10, 2023

Hoarding is a common problem behavior worldwide and detrimental to the physical mental health of individuals groups. Currently, effective interventions for hoarding are cognitive-behavioral therapies, but their post-intervention efficacy questionable, available research does not examine mediating variables effects on clinical outcomes. Moreover, current has focused Western countries. Therefore, there need investigate other forms cognitive behavioral therapy as well psychological outcomes related that contribute its effectiveness in different cultural contexts. One hundred thirty-nine college students with higher behaviors were randomly divided into three groups: 45 Acceptance Commitment Therapy (ACT) group, 47 Rational Emotive Behavior (REBT) control group. They completed Saving Inventory-Revised (SI-R), Obsessive-Compulsive Symptom Scale (OCSS), Difficulties Emotion Regulation (DERS), Experiences Close Relationships Inventory-Attachment Anxiety Subscale (ECR), Depression Stress Scales (DASS-21), Action Questionnaire II (AAQ-II), Cognitive Fusion (CFQ) before immediately after intervention. The results showed ACT REBT improved individuals' flexibility, fusion, acquisition-difficulty discarding, clutter, negative affect (anxiety, depression, stress), attachment anxiety, obsessive-compulsive disorder, difficulty emotion regulation compared In addition, was more than improving flexibility reducing hoarding, stress, disorder; no significant differences between two anxiety difficulties. Furthermore, mediator effect some (hoarding, affect, anxiety). Limitations discussed.

Language: Английский

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Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions

Educational Psychology Review, Journal Year: 2023, Volume and Issue: 35(4)

Published: Nov. 16, 2023

Abstract A vast body of work highlights executive functions (EFs) as robust correlates mathematics achievement over the primary and preschool years. Yet, despite such correlational evidence, there is limited evidence that EF interventions yield improvements in early years mathematics. As intervention studies are a powerful tool to move beyond correlation causality, failures transfer from are, we argue, highly problematic for both applied theoretical reasons. We review existing literature at complementary neuroscientific, cognitive, developmental educational levels. appraise distinct theories change underpinning correlations between mathematics, well explicit or implicit different types interventions. find isolated less likely than integrated Via this conceptual piece, highlight field development need (1) clearer framework mechanisms relationships other developing domains, mathematical cognition; (2) putative how kinds operate context domains; (3) greater clarity on contexts influence these causal associations. Our synthesis emphasises consider dynamic EFs with co-developing cognitive functions, math skills, when designing education environments. [234 words].

Language: Английский

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Picture book reading improves children's learning understanding

British Journal of Developmental Psychology, Journal Year: 2024, Volume and Issue: unknown

Published: Feb. 28, 2024

Mental state reasoning is an integral part of children's teaching and learning understanding. This study investigated whether a picture book reading approach focusing on mental discourse contrasting perspectives in preschool classroom setting would improve understanding school readiness. In total, 104 children from four classrooms aged between 46 64 months (53 girls, M = 54.03 months, SD 3.68) participated the study. Half were randomly assigned to experimental group where teachers read books rich engaged intensive discussions with for eight weeks. Children's false belief measured before after eight-week period. The result revealed that improved medium effect size, controlling demographic variables, verbal ability, inhibition, initial further demonstrated more advanced readiness 18 intervention ended follow-up using teacher questionnaire.

Language: Английский

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Academic achievement and healthy lifestyle habits in primary school children: an interventional study

Frontiers in Psychology, Journal Year: 2024, Volume and Issue: 15

Published: July 22, 2024

First, to examine the relationship between primary school children's academic achievement and healthy lifestyle habits. Second, evaluate effectiveness of two different 5-month physical education interventions (traditional vs. coordinative education) on achievement. Third, whether variations anthropometric variables, fitness level, gross motor coordination, activity sedentary time, attentional performance, fruit vegetable consumption, meal frequency type intervention could predict variations.

Language: Английский

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Training of Executive Functions in Children: A meta-analysis of cognitive training interventions

SAGE Open, Journal Year: 2025, Volume and Issue: 15(1)

Published: Jan. 1, 2025

We investigated the effect of cognitive training executive functions on children’s outcomes. To address this issue, a systematic meta-analysis published research articles interventions was performed considering age, duration, -procedure, and -technology in moderator analyses. The results ( N = 57) random-effects-model showed that effective with total size g 23 more for younger compared to older children. Training benefits were found near- far-transfer tasks. largest gains near-transfer skill working memory. Both numeracy literacy skills profited from training. Computer very effective, however, only few studies used mobile technology. Non-adaptive associated greater sizes both group individual similarly effective. Verbal feedback important School an context training, conducted at home or lab. findings are discussed advocate early start interventions.

Language: Английский

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Dynamic Mathematical Processing Through Symbolic, Situational, and Verbal Representations

Integrative Psychological and Behavioral Science, Journal Year: 2025, Volume and Issue: 59(1)

Published: Jan. 1, 2025

Language: Английский

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Improving Emotion Regulation, Internalizing Symptoms and Cognitive Functions in Adolescents at Risk of Executive Dysfunction—A Controlled Pilot VR Study

Applied Sciences, Journal Year: 2025, Volume and Issue: 15(3), P. 1223 - 1223

Published: Jan. 25, 2025

Executive functions (EFs) are essential cognitive processes involved in concentration, planning, decision-making, and impulse control during adolescence. Dysfunction (ED) can lead to significant academic socio-emotional difficulties, particularly with impairments emotion regulation (ER). This study aims assess a virtual reality (VR) training intervention on EFs, ER, internalizing symptoms adolescents at risk for ED. Thirty-eight aged 12–14 years, identified as being moderate high ED, were randomly assigned two groups. The experimental group (n = 22) received gamified VR training, while the 16) nature-based relaxation training. Both interventions lasted five weeks, twice week 30 min each. Pre- post-assessments included ER skills, symptoms, performance measures. Two-way mixed ANOVAs showed × time interactions (p < 0.05) measures of depression symptoms. reductions these compared group. Significant main effects also found some groups experienced reduced anxiety, improved emotional functioning, was effective reducing both promising results improving skills performance. findings demonstrate preliminary VR-based psychological well-being ED suggest that integrating technologies into educational settings effectively address challenges faced by students.

Language: Английский

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Game-based cognitive training and its impact on executive functions and math performance: A randomized controlled trial

Journal of Experimental Child Psychology, Journal Year: 2025, Volume and Issue: 256, P. 106257 - 106257

Published: April 9, 2025

Language: Английский

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