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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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St. Paul's/Hollywood Library
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Executive Function, Perceived Stress, and Academic Performance among Middle Schoolers with and without Behavior Problems
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- Author(s): Michelle M. Cumming (ORCID
Michelle M. Cumming (ORCID 0000-0002-1803-1900 ); Rachel Oblath; Yuxi Qiu; Stacy L. Frazier; Philip David Zelazo; Helen Flores; Jeehyun Park- Language:
English- Source:
Remedial and Special Education. 2024 45(2):85-100.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- 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:
- Subject Terms:
- 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
- Availability:
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