Understanding Patterns of Heterogeneity in Executive Functioning during Adolescence: Evidence from Population-Level Data

Autor/inn/en	Chaku, Natasha; Barry, Kelly; Fowle, Jillianne; Hoyt, Lindsay Till
Titel	Understanding Patterns of Heterogeneity in Executive Functioning during Adolescence: Evidence from Population-Level Data
Quelle	In: Developmental Science, 25 (2022) 6, (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaku, Natasha) ORCID (Barry, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13256
Schlagwörter	Adolescents; Executive Function; Gender Differences; Males; Low Income; Family Financial Resources; Heterogeneous Grouping + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Male; Männliches Geschlecht; Niedriglohn
Abstract	Executive functioning (EF) is fundamental to positive development. Yet, little is known about how to best characterize constellations of EF skills that may inform disparate associations between EF and behavior during adolescence. In the current study, cross-validated latent profile analysis (LPA) was used to derive profiles of EF based on measures of inhibitory control, working memory, and cognitive flexibility using data from 11,672 youth (52.2% male, mean age = 9.91 years) in the Adolescent Brain and Cognitive Development study. Four meaningful EF profiles emerged from the data representing "Average EF," "High EF," "Low Inhibitory Control," and "Low EF." Boys, youth from low-income households, and early developing youth were more likely to be in profiles distinguished by lower EF. Profile membership also predicted differences in externalizing, internalizing, and other problem behaviors assessed one year later. Findings indicate that youth may have distinct constellations of EF skills, underscoring the need for person-centered approaches that focus on patterns of individual characteristics. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01