Perceived Stress, Executive Function, and Stress Regulation: Implications for Middle Schoolers’ Emotional and Behavioral Well-being

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-07-26 DOI:10.1177/07419325241265973
Michelle M. Cumming, Yuxi Qiu, Rachel Oblath, Stacy L. Frazier, Cristina Criado, Sharde Theodore, Gabriel Placido
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Abstract

Middle schoolers with or at risk for emotional and behavioral disorders (EBD) typically have a trajectory of difficult outcomes (e.g., school dropout, incarceration). Growing evidence suggests that the continuum of behavioral competence to challenges is closely linked to students’ neurocognitive executive function (EF) capacities, perceived stress (e.g., peers, school), and ability to navigate stressful situations; yet research with students with or at risk for EBD in middle school and from racially/ethnically under-represented backgrounds is limited. With 118 middle schoolers from a predominantly Hispanic/Latinx school district, we found (a) EF group differences among students with or at risk for EBD compared with peers without significant behaviors and (b) perceived stress and stress-regulation skills were uniquely associated with students’ internalizing and externalizing behaviors. We discuss research and practice implications.
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感知压力、执行功能和压力调节:对初中生情绪和行为健康的影响
患有或有可能患有情绪和行为障碍(EBD)的初中生通常都会遇到困难(如辍学、入狱)。越来越多的证据表明,从行为能力到挑战的连续性与学生的神经认知执行功能(EF)能力、感知到的压力(如同伴、学校)以及驾驭压力情境的能力密切相关;然而,针对来自种族/族裔代表性不足背景的初中 EBD 患者或高危学生的研究却十分有限。通过对一个以西班牙裔/拉丁裔为主的学区的 118 名初中生的研究,我们发现:(a) 与没有明显行为的同龄人相比,有 EBD 或有 EBD 风险的学生的 EF 群体差异;(b) 感知到的压力和压力调节技能与学生的内化和外化行为有独特的关联。我们讨论了研究和实践的意义。
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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