Executive functions and social development: Bidirectional pathways and gender differences from kindergarten to
Maram Badarneh1, Reout Arbel1, Yair Ziv1
1Department of Counseling and Human Development, Faculty of Education, University of Haifa, Haifa, Israel.
Abstract:
Socio-emotional functioning and executive functions (EFs) are interrelated and fundamental to children's development. Yet, the nature and direction of their links across childhood remain unclear. This study examined the bidirectional links between EFs (inhibitory control, working memory, cognitive flexibility) and socio-emotional functioning (prosocial behavior, externalizing, and internalizing problems) from kindergarten to Grades 4-6. Participants were 225 Arab and Jewish children (109 girls) assessed at 2 time points. Results showed that (a) distinct EF components were concurrently linked to lower levels of externalizing and internalizing problems, (b) cognitive flexibility was positively linked to prosocial behavior in kindergarten, (c) early externalizing problems predicted lower inhibitory control, and (d) gender moderated specific concurrent and longitudinal pathways involving cognitive flexibility. These links showed modest to moderate effect sizes. Theoretical and practical implications are discussed.
Related Concept Videos
Socioemotional Experience and Gender Development
Information Processing Approach
Social Foundations of Self I: Play and Game
Cognitive Development During Adolescence
Introduction to Developmental Psychology
Sources of Self-Esteem I: Family Experience


