儿童和青少年的执行功能和情绪自我调节
Carmen Graciela Zambrano-Villalba1,1, Iván Leonardo Pincay-Aguilar1, Saulo Sánchez-Zambrano2
1Universidad Estatal de Milagro. Milagro, Guayas, Ecuador. Universidad Estatal de Milagro Universidad Estatal de Milagro MilagroGuayas Ecuador.
International journal of psychological research
|March 4, 2026
概括
执行功能和情绪自我调节对儿童和青少年的学习有重大影响. 研究结果揭示了差异性模式,特别是在ADHD患者中,突出了强烈的相互关系.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 执行功能对于认知控制和学习至关重要.
- 情绪自我调节对于学业成功和社会适应至关重要.
- 了解它们的相互作用是支持儿童发育的关键.
研究的目的:
- 分析执行功能与情绪自我调节之间的关系.
- 在儿童和青少年的学习过程中调查这些关系.
- 为了确定与ADHD诊断有关的差异性模式.
主要方法:
- 量化,非实验性,横截面和相关性研究.
- 涉及531名儿童和青少年.
- 在厄瓜多尔利用认知功能和情绪自我调节的验证测试.
主要成果:
- 执行职能在各个年龄组中表现出中等至非常高的发展.
- 在语音和语义流性方面观察到显著的性别差异.
- 在执行功能和情绪自我调节之间发现了非常显著的正相关性 (.756**).
结论:
- 执行功能和情绪自我调节在学习过程中是紧密相连的.
- 在患有ADHD的参与者中观察到不同的模式.
- 这些发现对教育干预和支持策略有影响.
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