The Relationships between Executive Function and Problem Behavior of Preschool Children: Contextual Specificity and Gender Differences

Abstract

This study utilized a longitudinal design to examine the relationships between the specific components of executive function (EF) and the internalizing and externalizing behavior across different genders and contexts in Chinese cultural background. Inhibition, cognitive flexibility, and working memory of EF based on 101 preschool children’s (48 boys and 53 girls) (MT1 = 4.25, SD = 0.76) performances were measured when completing tasks in NIH Toolbox. Twelve months later, boys’ and girls’ internalizing and externalizing behavior in home- and school-settings was assessed through mother’s feedback on the Strengths and Difficulties Questionnaire and teachers’ reports of the Child Behavior Rating Scale. The results show that boys’ inhibition, cognitive flexibility, and working memory negatively predict their externalizing behavior in the home context, while their cognitive flexibility negatively predicts externalizing behavior in the school context. Additionally, boys’ inhibition positively predicts their internalizing behavior only in the school context. For girls, their cognitive flexibility positively predicts externalizing behavior only in the school context. No significant relationship is found among the girls between EF and problem behavior in the home context. These findings suggest that gender differences and a shift in contexts could alternate the relationship between EF and children’s problem behavior. This study sheds light on targeted preventions and interventions based on contexts and gender.

Keywords

executive function (EF) / problem behavior / contextual specificity / gender differences / preschool children

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2024 Higher Education Press