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The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

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Affect and executive function dynamics in primary school classrooms: an intensive longitudinal study.

Henry Tsz Fung Lo¹, Lars-Erik Malmberg¹, Christina Hubertina Helena Maria Heemskerk^1,2

¹Department of Education, University of Oxford, Oxford, United Kingdom.

Cognition & Emotion

|November 15, 2024

Summary

This summary is machine-generated.

Executive function (EF) performance fluctuates within students, declining later in the day and week. Positive affect boosts EF, while negative affect hinders it, highlighting the impact of daily emotions on cognitive skills in classrooms.

Keywords:

Executive functions affective experiences dynamic structural equation modelling (DSEM)intensive longitudinal design primary school

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Published on: September 27, 2020

Area of Science:

Educational Psychology
Developmental Psychology
Cognitive Science

Background:

Executive function (EF) is crucial for academic success.
Understanding the daily fluctuations and affective links to EF is vital for optimizing learning environments.
Previous research often lacks intensive longitudinal data from real-world classroom settings.

Purpose of the Study:

To investigate the temporal dynamics of EF performance in primary school children.
To examine the associations between affective states and EF performance within individuals.
To explore the influence of time of day and week on EF and affect.

Main Methods:

Intensive longitudinal design with 35 primary school students (ages 8.9-11.4).
Data collected three times daily for two weeks, including EF tasks and self-reported affect.
Dynamic Structural Equation Modeling (DSEM) used to analyze 505 measurements.

Main Results:

Significant within-person variability in EF (52% of variance) was observed.
EF performance declined later in the school day and week.
Positive affect was linked to improved EF, while negative affect was linked to poorer EF at the within-person level.

Conclusions:

EF performance is highly variable within individuals and influenced by daily affective states.
Affective experiences play a significant role in shaping real-time EF in educational contexts.
Intensive longitudinal methods are essential for capturing the dynamic interplay between affect and EF in classrooms.