Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

Zorza, Juan Pablo; Marino, Julián; Mesas, Alberto Acosta

doi:10.1177/0272431617737624

Cited by 14 publications

(8 citation statements)

References 67 publications

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“…Our findings emphasize the protective role of self-regulation (as indexed by a greater HRV after the SRS) among students with an inhibited temperament. Hence, secondary school students—particularly when their individual characteristics place them at risk for academic difficulties—may benefit from interventions supporting self-regulatory strategies (Zorza, Marino, & Acosta Mesas, 2017). A number of programs exist that promote self-regulation in school-age children (e.g., Fishbein et al, 2016) that may be effective with students with inhibited temperaments.…”

Section: Discussionmentioning

confidence: 99%

Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance

Scrimin

Moscardino

Finos

et al. 2018

The Journal of Early Adolescence

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This study investigated early adolescents’ psychophysiological response to a school-related stressor (SRS) as indexed by heart rate variability and examined the unique and interactive effects of heart rate variability and temperament on academic achievement. A total of 91 seventh graders watched an SRS video-clip while their heart rate variability was registered. Temperament and grades were also assessed. Heart rate variability decreased from baseline while watching the video-clip, indicating the activation of a stress response, and returned to basal level when recovering. Regression analyses revealed that among youth with an inhibited temperament, higher heart rate variability in the poststressor phase was related to better performance, whereas socially outgoing students performed well regardless of their recovery rate. These are among the first data to report on the link between early adolescents’ parasympathetic self-regulatory activity in response to an SRS, temperamental profiles, and academic functioning. Implications for theory and educational practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance

Scrimin

Moscardino

Finos

et al. 2018

The Journal of Early Adolescence

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“…Besides, cognitive empathy didn't moderate the relation between fear of COVID-19 and stress consequences which overturned our hypothesis. Previous studies show that cognitive empathy is related to executive function (84,85), especially inhibitory control, which may help us to inhibit emotional contagion to regulate our concern about others when we empathize with others (86). Studies have shown that the inhibitory control of individuals would be reduced under negative emotions (87)(88)(89).…”

Section: The Moderating Role Of Empathymentioning

confidence: 99%

Family Cohesion and Stress Consequences Among Chinese College Students During COVID-19 Pandemic: A Moderated Mediation Model

Zeng

Zhang

et al. 2021

Front. Public Health

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Family plays a pivotal role in individuals' mental health. During the COVID-19 epidemic, people were being quarantined at home to prevent the further spread of the virus. Therefore, the influence of family on individuals is more significant than usual. It is reasonable to assume that family cohesion can effectively alleviate the stress consequences during the COVID-19 epidemic. In the present study, a moderated mediation model was constructed to examine the mechanisms underlying the association between family cohesion and stress consequences among Chinese college students. A large sample of Chinese college students (N = 1,254, Mage = 19.85, SDage = 1.29) participated in the study. Results indicated that family cohesion was negatively related to stress consequences. Fear of COVID-19 partially mediated the link between family cohesion and stress consequences. Excessive affective empathy reported by participants served to aggravate the relation between fear of COVID-19 and stress consequences. The study helps us understand how internal and external factors affect individual mental health that provides meaningful implications for promoting mental health.

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“…Hendry et al ([81] p. 2) characterized EF as involving "higher-order self-regulatory processes". The processes include inhibitory control, cognitive flexibility and working memory [24,74,[82][83][84]. Blair ([70] p. 3) said of EF that it involves "the ability to hold information in working memory, to inhibit fast and unthinking responses to stimulation, and to flexibly shift the focus of one's mental frame, is more or less the foundation for the intentional, volitional self-directed control of behavior.…”

Section: Key Concepts and Processes In General Self-regulationmentioning

confidence: 99%

“…Commonality between EF and EC has been found via a "cognitive control" factor that included temperament-rated inhibitory control and performance on EF inhibitory control tasks [80]. Nevertheless, there is also evidence that behavioral measures of EF and self-report measures of EC in adolescents could predict academic performance in complementary and independent ways [83]. At least in adolescents, Zorza et al [83] argued that EF and EC share some elements, but do not completely overlap.…”

Section: Key Concepts and Processes In General Self-regulationmentioning

confidence: 99%

“…Nevertheless, there is also evidence that behavioral measures of EF and self-report measures of EC in adolescents could predict academic performance in complementary and independent ways [83]. At least in adolescents, Zorza et al [83] argued that EF and EC share some elements, but do not completely overlap. In preadolescents, Tiego et al [90] found that behavioral ratings of EF and EC measured the same self-regulation construct.…”

Section: Key Concepts and Processes In General Self-regulationmentioning

confidence: 99%

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“Food” and “non-food” self-regulation in childhood: a review and reciprocal analysis

Russell

2020

Int J Behav Nutr Phys Act

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Background In developmental science, there is an extensive literature on non-food related self-regulation in childhood, where several domains relating to emotions, actions and cognitions have been identified. There is now growing attention to food related self-regulation in childhood, especially difficulties with ASR, and the consequences for weight gain and adiposity. The aim of this narrative review was to conduct a reciprocal analysis of self-regulation in the food and non-food domains in childhood (referred to as appetite self-regulation (ASR) and general self-regulation (GSR) respectively). The focus was on commonalities and differences in key concepts and underpinning processes. Methods Databases and major journals were searched using terms such as self-regulation, appetite self-regulation, or self-regulation of energy intake, together with associated constructs (e.g., Executive Function, Effortful Control, delay-of-gratification). This was followed by backward and forward snowballing. Results and discussion The scholarship on GSR in childhood has had a focus on the role of the cognitively-oriented Executive Function (EF), the temperamentally-based Effortful Control (EC) and the recursive interplay between bottom-up (reactive, emotion driven, approach or avoidance) and top-down (cognitive, conscious decision-making) processes. “Hot” and “cool/cold” EF and self-regulation situations have been distinguished. There were some parallels between GSR and ASR in these areas, but uncertainty about the contribution of EF and EC to ASR in young children. Possible differences between the contribution to ASR-related outcomes of delay-of-gratification in food and non-food tasks were apparent. Unique elements of ASR were identified; associated with psychological, biological and neurological responses to food and bottom-up processes. A diverse number of situations or elements connected to ASR exist: for example, energy balance homeostasis, caloric compensation, hunger regulation, satiation, satiety, energy density of food, eating in the absence of hunger, emotional eating, etc. Conclusions Self-regulation in food and non-food domains are amenable to a reciprocal analysis. We argue that self-regulation of appetite should be added as a domain under the umbrella of self-regulation in childhood along with the other non-food related domains. This could lead to a broader understanding of self-regulation in childhood, and generate novel lines of enquiry.

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Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

Cited by 14 publications

References 67 publications

Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance

Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance

Family Cohesion and Stress Consequences Among Chinese College Students During COVID-19 Pandemic: A Moderated Mediation Model

“Food” and “non-food” self-regulation in childhood: a review and reciprocal analysis

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