Executive Function, Perceived Stress, and Academic Performance among Middle Schoolers with and without Behavior Problems

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  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      16
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324B190030
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
      Elementary Education
      Grade 6
      Intermediate Grades
      Grade 7
    • Subject Terms:
      Academic Achievement; Anxiety; Middle School Students; Behavior Problems; Grade 6; Grade 7; Middle School Teachers; Executive Function; Emotional Problems; Behavior Disorders; At Risk Students; Minority Group Students; Student Behavior; Urban Schools
    • Subject Terms:
      Strengths and Difficulties Questionnaire
    • Accession Number:
      10.1177/07419325231176762
    • ISSN:
      0741-9325
      1538-4756
    • Abstract:
      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 U.S. 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.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2024
    • Accession Number:
      EJ1417094