PDF(Pubmed)
Abstract：
UNASSIGNED: The purpose of this study was to examine differences between directly measured and parent-evaluated executive function in predicting children\'s academic achievement and social development, and to explore the mediating roles of peer status and social competence in the effects of executive function on social behavior.
UNASSIGNED: The study followed 106 first-grade children in an elementary school in China for one year. Regression and mediation analyses were conducted using SPSS 26.0 and AMOS 21.0 to test the hypotheses.
UNASSIGNED: First, in a comparison of the predictive role of directly measured and parent-evaluated executive function, directly measured executive function played a more important role in predicting academic achievement, while parent-evaluated executive function played a greater role in predicting social development. Second, parent-evaluated executive function influenced social behavior primarily through social competence and peer status, with social competence playing a more significant mediating role than peer status.
UNASSIGNED: Compared with previous studies, the results of the present study provide more direct evidence for the relationship and differences between directly measured and parent-evaluated executive function, further suggesting that they have different efficacy and predictive goals, while the present study also describes the pathways through which executive function influences social behavior: the mediating role of peer status and social competence. This suggests that, on the one hand, educators or researchers need to choose appropriate measures of executive function for their own purposes and, on the other hand, in order to promote the development of children\'s social behavior, they need to focus on the development of children\'s executive function, social competence and peer relationships.
UNASSIGNED: The study followed 106 first-grade children in an elementary school in China for one year. Regression and mediation analyses were conducted using SPSS 26.0 and AMOS 21.0 to test the hypotheses.
UNASSIGNED: First, in a comparison of the predictive role of directly measured and parent-evaluated executive function, directly measured executive function played a more important role in predicting academic achievement, while parent-evaluated executive function played a greater role in predicting social development. Second, parent-evaluated executive function influenced social behavior primarily through social competence and peer status, with social competence playing a more significant mediating role than peer status.
UNASSIGNED: Compared with previous studies, the results of the present study provide more direct evidence for the relationship and differences between directly measured and parent-evaluated executive function, further suggesting that they have different efficacy and predictive goals, while the present study also describes the pathways through which executive function influences social behavior: the mediating role of peer status and social competence. This suggests that, on the one hand, educators or researchers need to choose appropriate measures of executive function for their own purposes and, on the other hand, in order to promote the development of children\'s social behavior, they need to focus on the development of children\'s executive function, social competence and peer relationships.
摘要：
■这项研究的目的是研究直接测量和父母评估的执行功能在预测儿童的学业成绩和社会发展之间的差异，并探讨同伴地位和社会能力在执行功能对社会行为影响中的中介作用。
■这项研究追踪了中国一所小学的106名一年级儿童，为期一年。使用SPSS26.0和AMOS21.0进行回归和中介分析以检验假设。
■首先，在比较直接测量和父母评估的执行功能的预测作用时，直接测量的执行功能在预测学业成绩方面发挥了更重要的作用，而父母评估的执行功能在预测社会发展方面发挥了更大的作用。第二,父母评估的执行功能主要通过社交能力和同伴地位影响社会行为，社交能力比同龄人地位起着更重要的中介作用。
■与以前的研究相比，本研究的结果为直接测量和父母评估的执行功能之间的关系和差异提供了更直接的证据，进一步表明它们具有不同的功效和预测目标，同时，本研究还描述了执行功能影响社会行为的途径：同伴地位和社会能力的中介作用。这表明,一方面,教育工作者或研究人员需要为自己的目的选择适当的执行功能措施，另一方面,为了促进儿童社会行为的发展,他们需要关注儿童执行功能的发展，社交能力和同伴关系。
■这项研究追踪了中国一所小学的106名一年级儿童，为期一年。使用SPSS26.0和AMOS21.0进行回归和中介分析以检验假设。
■首先，在比较直接测量和父母评估的执行功能的预测作用时，直接测量的执行功能在预测学业成绩方面发挥了更重要的作用，而父母评估的执行功能在预测社会发展方面发挥了更大的作用。第二,父母评估的执行功能主要通过社交能力和同伴地位影响社会行为，社交能力比同龄人地位起着更重要的中介作用。
■与以前的研究相比，本研究的结果为直接测量和父母评估的执行功能之间的关系和差异提供了更直接的证据，进一步表明它们具有不同的功效和预测目标，同时，本研究还描述了执行功能影响社会行为的途径：同伴地位和社会能力的中介作用。这表明,一方面,教育工作者或研究人员需要为自己的目的选择适当的执行功能措施，另一方面,为了促进儿童社会行为的发展,他们需要关注儿童执行功能的发展，社交能力和同伴关系。
