有或无行为问题中学生的执行功能、感知压力与学习成绩

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2023-06-15 DOI:10.1177/07419325231176762
Michelle M. Cumming, Rachel Oblath, Yuxi Qiu, S. Frazier, P. Zelazo, Helen Flores, Jeehyun Park
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引用次数: 0

摘要

患有情绪和行为障碍(EBD)的学生通常会遇到学习困难。越来越多的证据表明,执行功能可以部分解释从学术能力到学习成绩不佳的连续过程。神经认知(注意调节过程)和压力。然而,很少有研究调查有EBD或有EBD风险的学生之间的这些关系,特别是在中学压力和风险较高的时期,特别是在种族/民族代表性不足的群体中。因此,118名患有或有患EBD风险的中学生和典型的同龄人(70%的西班牙裔/拉丁裔;25%黑人),我们研究了群体差异以及感知到的家庭、同伴和学校压力、EF和学业成绩之间的关系。与正常同龄人相比,患有或有患EBD风险的学生在EF和学业任务上得分较低。对于所有学生来说,更高的EF预示着更好的学业功能。感知压力与英语学习直接负相关,与学习成绩间接相关。
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Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems
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.
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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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