Self-Reported Depressive Symptoms Have Minimal Effect on Executive Functioning Performance in Children and Adolescents

Hill, Benjamin D.; Ploetz, Danielle M.; O'Jile, Judith Rosemary; Bodzy, Mary; Holler, Karen A.; Rohling, Martin L.

doi:10.1007/s10826-012-9592-2

Cited by 7 publications

(1 citation statement)

References 35 publications

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“…The cognitive flexibility task was adapted from the Wisconsin Card Sorting Test (Kopp et al, 2021), which has been used among diverse ethnic/racial minority adolescents (Hill et al, 2013; Kieffer et al, 2021). The tasks had 20 trials.…”

Section: Methodsmentioning

confidence: 99%

Daily associations between adolescents’ executive function and school engagement: The role of ethnic/racial discrimination.

Wang,

Chen,

Zhang

et al. 2023

Developmental Psychology

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Executive function (EF) has rarely been considered for adolescents’ daily school outcomes or in conjunction with ethnic/racial discrimination. Using 2-week, daily data from 137 ethnic/racial minority adolescents (Mage = 14.56; 53% female; 56% Black, 19% Latinx, 7% Asian, 7% Native, 12% other [e.g., multiracial]) in the Midwest United States, this study examined same-day, within-person associations between EF and school engagement (controlling for prior-day engagement), and how these associations varied by adolescents’ daily experiences of ethnic/racial discrimination. Two EF components, inhibitory control and working memory, were associated with higher levels of school engagement on the same day, only on days when adolescents reported lower than their typical levels of discrimination. An alternative, indirect effect (i.e., discrimination compromised same-day school engagement via EF) was not observed. Findings highlight novel mechanisms through which discrimination may contribute to educational disparities.

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Section: Methodsmentioning

confidence: 99%