Preschool age is a golden period for the emergence of executive functions (EFs) that, in turn, predict learning and adaptive behavior throughout all life. The study was aimed to identify which EFs measures significantly explained the learning prerequisites and the mediation role of self-regulatory and executive behavior recorded in structured or free settings. One hundred and twenty-seven preschoolers were remotely assessed by standardized tests of response inhibition, working memory, control of interference, and cognitive flexibility. Teachers provided a global measure of learning prerequisites by an observational questionnaire. Self-regulatory behavior during the assessment was evaluated by a rating scale filled by the examiners. Executive function behavior in daily life was measured by a questionnaire filled by parents. Accuracy in tasks of response inhibition and working memory explained about 48% of the variability in learning prerequisites while response speed and accuracy in the control of interference and in cognitive flexibility were not significant. EFs also had indirect effects, mediated by the child’s self-regulatory behavior evaluated during the assessment but not in daily life. The results are interpreted with respect to the contribution of the main EF components to school readiness and the mediation of the child behavior as measured in structure contexts.

Ruffini, C., Marzocchi, G., Pecini, C. (2021). Preschool executive functioning and child behavior: Association with learning prerequisites?. CHILDREN, 8(11) [10.3390/children8110964].

Preschool executive functioning and child behavior: Association with learning prerequisites?

Marzocchi G. M.
Secondo
;
2021

Abstract

Preschool age is a golden period for the emergence of executive functions (EFs) that, in turn, predict learning and adaptive behavior throughout all life. The study was aimed to identify which EFs measures significantly explained the learning prerequisites and the mediation role of self-regulatory and executive behavior recorded in structured or free settings. One hundred and twenty-seven preschoolers were remotely assessed by standardized tests of response inhibition, working memory, control of interference, and cognitive flexibility. Teachers provided a global measure of learning prerequisites by an observational questionnaire. Self-regulatory behavior during the assessment was evaluated by a rating scale filled by the examiners. Executive function behavior in daily life was measured by a questionnaire filled by parents. Accuracy in tasks of response inhibition and working memory explained about 48% of the variability in learning prerequisites while response speed and accuracy in the control of interference and in cognitive flexibility were not significant. EFs also had indirect effects, mediated by the child’s self-regulatory behavior evaluated during the assessment but not in daily life. The results are interpreted with respect to the contribution of the main EF components to school readiness and the mediation of the child behavior as measured in structure contexts.
Articolo in rivista - Articolo scientifico
Behavior; Child; Executive functions; Inhibition; Learning prerequisites; Self-regulation; Working memory;
English
Ruffini, C., Marzocchi, G., Pecini, C. (2021). Preschool executive functioning and child behavior: Association with learning prerequisites?. CHILDREN, 8(11) [10.3390/children8110964].
File in questo prodotto:
File Dimensione Formato  
2021-ruffini prerequisiti EF.pdf

accesso aperto

Tipologia di allegato: Publisher’s Version (Version of Record, VoR)
Dimensione 1.43 MB
Formato Adobe PDF
1.43 MB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/349944
Citazioni
  • Scopus 2
  • ???jsp.display-item.citation.isi??? 1
Social impact