Longitudinal relations between executive function and internalizing problems in grade school: The role of peer...

Area of Science:

• Child Psychology
• Developmental Neuroscience
• Educational Psychology

Background:

• Executive function deficits are linked to internalizing problems in children.
• Mechanisms underlying this association require further investigation.
• Longitudinal studies are essential for understanding developmental trajectories.

Purpose of the Study:

• To examine the mediating roles of peer difficulties and academic performance.
• To understand the longitudinal association between executive function and internalizing problems.
• To identify key factors linking executive function to internalizing problems in school-age children.

Main Methods:

• Longitudinal study design with N=1,364 elementary school children.
• Executive function assessed via observed tasks and standardized tests in first grade.
• Peer difficulties and academic performance reported by teachers/mothers; internalizing problems reported by mothers.

Main Results:

• Peer difficulties and poor academic performance independently mediated the relationship between executive function and internalizing problems.
• These mediators explained the longitudinal association across elementary school years.
• Findings underscore the impact of social and academic functioning.

Conclusions:

• Children's social and academic functioning are critical in mediating the effects of executive function deficits on internalizing problems.
• Interventions targeting peer relationships and academic support may mitigate internalizing symptoms.
• Understanding these pathways is vital for supporting children's mental health.