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Ferschmann L, Overweg I, Dégeilh F, Bekkhus M, Havdahl A, von Soest T, Tamnes CK. Development of prosocial behavior and inhibitory control in late childhood: A longitudinal exploration of sex differences and reciprocal relations. Child Dev 2024; 95:313-323. [PMID: 37525404 DOI: 10.1111/cdev.13978] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 06/08/2023] [Accepted: 06/19/2023] [Indexed: 08/02/2023]
Abstract
This study examined longitudinal development of prosocial behavior, assessed by the parent-reported Strength and Difficulty Questionnaire, and inhibitory control, measured by the Opposite Worlds Task, in a sample aged 9 and 12 years (n = 9468, 49.9% girls, 85.8% White) from the Avon Longitudinal Study of Parents and Children. The goal was to assess whether the level of prosocial behavior at age 9 relates to change in inhibitory control, and vice versa. Sex differences were also explored. Latent change score models showed that low inhibitory control in boys at age 9 was associated with more decreases in prosocial behavior from 9 to 12 years of age. This may suggest that interventions targeting inhibitory control in boys may also foster their social competence.
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Affiliation(s)
- Lia Ferschmann
- Department of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway
| | - Ingrid Overweg
- Department of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway
| | - Fanny Dégeilh
- Univ Rennes, CNRS, Inria, Inserm, IRISA UMR 6074, EMPENN - ERL U 1228, Rennes, France
| | - Mona Bekkhus
- Department of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway
| | - Alexandra Havdahl
- Department of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway
- Department of Mental Disorders, Norwegian Institute of Public Health, Oslo, Norway
- Nic Waals Institute, Lovisenberg Diaconal Hospital, Oslo, Norway
- MRC Integrative Epidemiology Unit, Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
- Centre for Genetic Epidemiology and Mental Health, Norwegian Institute of Public Health, Oslo, Norway
| | - Tilmann von Soest
- Department of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway
| | - Christian K Tamnes
- Department of Psychology, PROMENTA Research Center, University of Oslo, Oslo, Norway
- NORMENT, Institute of Clinical Medicine, University of Oslo, Norway
- Department of Psychiatric Research, Diakonhjemmet Hospital, Oslo, Norway
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Liang Z, Delvecchio E, Lis A, Mazzeschi C. Italian Validation of the Delaying Gratification Inventory in Adolescents. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6527. [PMID: 37569067 PMCID: PMC10419053 DOI: 10.3390/ijerph20156527] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 08/01/2023] [Accepted: 08/03/2023] [Indexed: 08/13/2023]
Abstract
The delay of gratification (DoG) is defined as the willingness to forego immediate satisfaction to achieve greater long-term gratification. This ability is essential in adolescence, as its development is crucial against desirable versus undesirable behaviors. This study investigated the psychometric proprieties of the Delaying Gratification Inventory (DGI) in Italian adolescents. A total of 621 Italian adolescents, ranging from 14 to 17 years old (M = 15.92, SD = 1.05; 47.7% boys), participated in the study. Confirmatory factor analysis identified a four-factor structure (delay of gratification concerning Food, Social Interaction, Money, and Achievement). The reliability of the Italian DGI was acceptable. Measurement invariance across gender was supported. Boys reached a higher DoG score in the Food subscale and a lower score in the Social Interaction and Achievement subscales than girls. Moreover, the Italian DGI dimensions were all positively correlated with self-control and prosocial behavior. Except for the Social Interaction subscale, positive correlations were found between the Food, Money, and Achievement subscales and self-esteem. The present findings suggest that the Italian DGI could be used for assessing DoG ability, a key regulatory ability that promotes healthy behaviors in adolescence.
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Affiliation(s)
- Ziqin Liang
- Department of Philosophy, Social Sciences and Education, University of Perugia, Perugia, Piazza Ermini 1, 06123 Perugia, Italy
| | - Elisa Delvecchio
- Department of Philosophy, Social Sciences and Education, University of Perugia, Perugia, Piazza Ermini 1, 06123 Perugia, Italy
| | - Adriana Lis
- Department of Developmental Psychology and Socialization, University of Padova, 06123 Padova, Italy
| | - Claudia Mazzeschi
- Department of Philosophy, Social Sciences and Education, University of Perugia, Perugia, Piazza Ermini 1, 06123 Perugia, Italy
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Shi P, Feng X. Motor skills and cognitive benefits in children and adolescents: Relationship, mechanism and perspectives. Front Psychol 2022; 13:1017825. [PMID: 36478944 PMCID: PMC9721199 DOI: 10.3389/fpsyg.2022.1017825] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2022] [Accepted: 10/26/2022] [Indexed: 08/27/2023] Open
Abstract
OBJECTIVE There is a strong interaction between motor skills and cognitive benefits for children and young people. The aim of this paper is to explore the relationship between motor skill types and their development and the cognitive benefits of children and adolescents. In turn, on this basis, it proposes pathways and mechanisms by which motor skills improve cognition, and provide a basis for subsequent teaching of skills that follow the laws of brain cognitive development. METHODS This paper summarizes the research on the relationship between different types of motor skills and their development and cognitive benefits of children and adolescents. Based on these relationships, pathways, and mechanisms for motor skills to improve cognition are tentatively proposed. RESULTS There is an overall pattern of "open > closed, strategy > interception, sequence > continuous" between motor skill types and the cognitive benefits of children and adolescents. Long-term motor skill learning practice is accompanied by increased cognitive benefits as skill proficiency increases. The dynamic interaction between motor skills and physical activity exposes children and adolescents to environmental stimuli and interpersonal interactions of varying complexity, promoting the development of agility, coordination and cardiorespiratory fitness, enhancing their motor experience, which in turn improves brain structure and functional activity. CONCLUSION Motor skills training promote cognitive efficiency in children and adolescents. Motor skill interventions that are open-ended, strategic and sequential in nature are more effective. Environmental stimuli, interpersonal interaction, agility, coordination, and cardiorespiratory fitness can be considered as skill attribute moderators of motor skills to improve cognition.
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Affiliation(s)
- Peng Shi
- School of Physical Education, Shanghai University of Sport, Shanghai, China
| | - Xiaosu Feng
- Physical Education College, Liaoning Normal University, Dalian, China
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Sutin AR, Sesker AA, Stephan Y, Terracciano A. Socioeconomic status, internalizing and externalizing behaviors, and executive function in adolescence: A longitudinal study with multiple informants. Psychiatry Res 2022; 313:114585. [PMID: 35576627 PMCID: PMC9180426 DOI: 10.1016/j.psychres.2022.114585] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 04/25/2022] [Accepted: 04/29/2022] [Indexed: 01/03/2023]
Abstract
This study examines whether behavior problems reported by the self and others are associated prospectively with executive function in adolescence and whether these behaviors mediate the association between family and neighborhood socioeconomic status and executive function. Participants (N = 4,164) from the Longitudinal Study of Australian Children (LSAC) reported their behaviors at ages 10-11; mothers, fathers, and teachers also rated participants' behaviors. Four years later, participants completed an executive function battery that measured attention, working memory, and error monitoring. As rated by the self, mother, father, and teacher, hyperactivity and emotional symptoms had the most consistent associations with worse performance on the executive function tasks. The associations were generally similar across the four reporters. Hyperactivity mediated the association between family SES in childhood and adolescent executive function. None of the behaviors mediated the association between neighborhood SES and executive function. The present research suggests that behavior problems prospectively predict executive function in adolescence and may be one mechanism of the relation between family SES and executive function.
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Affiliation(s)
- Angelina R. Sutin
- Florida State University College of Medicine,Address correspondence to: Angelina R. Sutin, Ph.D., Florida State University College of Medicine, 1115 W. Call Street, Tallahassee, FL 32306, (850) 645-0438, Fax: (850) 645-1773,
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Blair C, Ku S. A Hierarchical Integrated Model of Self-Regulation. Front Psychol 2022; 13:725828. [PMID: 35317011 PMCID: PMC8934409 DOI: 10.3389/fpsyg.2022.725828] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 01/17/2022] [Indexed: 11/13/2022] Open
Abstract
We present a hierarchical integrated model of self-regulation in which executive function is the cognitive component of the model, together with emotional, behavioral, physiological, and genetic components. These five components in the model are reciprocally and recursively related. The model is supported by empirical evidence, primarily from a single longitudinal study with good measurement at each level of the model. We also find that the model is consistent with current thinking on related topics such as cybernetic theory, the theory of allostasis and allostatic load, and the theory of skill development in harsh and unpredictable environments, referred to as “hidden talents.” Next, we present literature that the integrative processes are susceptible to environmental adversity, poverty-related risk in particular, while positive social interactions with caregivers (e.g., maternal sensitivity) would promote self-regulatory processes or mitigate the adverse effect of early risk on the processes. A hierarchical integrative model of self-regulation advances our understanding of self-regulatory processes. Future research may consider broader social contexts of the integrative self-regulation system, such as neighborhood/community contexts and structural racism. This can be an integral step to provide children with equitable opportunities to thrive, even among children living in socioeconomically and psychosocially disadvantaged environments.
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Affiliation(s)
- Clancy Blair
- Department of Population Health, New York University School of Medicine, New York, NY, United States
- Department of Applied Psychology, New York University, New York, NY, United States
- *Correspondence: Clancy Blair
| | - Seulki Ku
- Department of Population Health, New York University School of Medicine, New York, NY, United States
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Jones JS, The Calm Team, Astle DE. A transdiagnostic data-driven study of children's behaviour and the functional connectome. Dev Cogn Neurosci 2021; 52:101027. [PMID: 34700195 PMCID: PMC8551598 DOI: 10.1016/j.dcn.2021.101027] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2020] [Revised: 10/06/2021] [Accepted: 10/19/2021] [Indexed: 10/24/2022] Open
Abstract
Behavioural difficulties are seen as hallmarks of many neurodevelopmental conditions. Differences in functional brain organisation have been observed in these conditions, but little is known about how they are related to a child's profile of behavioural difficulties. We investigated whether behavioural difficulties are associated with how the brain is functionally organised in an intentionally heterogeneous and transdiagnostic sample of 957 children aged 5-15. We used consensus community detection to derive data-driven profiles of behavioural difficulties and constructed functional connectomes from a subset of 238 children with resting-state functional Magnetic Resonance Imaging (fMRI) data. We identified three distinct profiles of behaviour that were characterised by principal difficulties with hot executive function, cool executive function, and learning. Global organisation of the functional connectome did not differ between the groups, but multivariate patterns of connectivity at the level of Intrinsic Connectivity Networks (ICNs), nodes, and hubs significantly predicted group membership in held-out data. Fronto-parietal connector hubs were under-connected in all groups relative to a comparison sample and children with hot vs cool executive function difficulties were distinguished by connectivity in ICNs associated with cognitive control, emotion processing, and social cognition. This demonstrates both general and specific neurodevelopmental risk factors in the functional connectome.
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Affiliation(s)
- Jonathan S Jones
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, UK.
| | - The Calm Team
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, UK
| | - Duncan E Astle
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, UK
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Espino-Díaz L, Fernández-Caminero G, Hernández-Lloret CM, González-González H, Álvarez-Castillo JL. Emotional Intelligence and Executive Functions in the Prediction of Prosocial Behavior in High School Students. An InterDisciplinary Approach between Neuroscience and Education. CHILDREN-BASEL 2021; 8:children8090759. [PMID: 34572199 PMCID: PMC8468829 DOI: 10.3390/children8090759] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 08/29/2021] [Accepted: 08/29/2021] [Indexed: 11/28/2022]
Abstract
One of the most analyzed variables in educational research is prosocial behavior, given its relevance and its application in favor of a culture of peace, the construction of solid democratic societies and the development of social justice. For this reason, it is necessary to extend the knowledge of predictors of prosocial behavior so that they can be transferred to teaching practice. The research reported here was carried out using a quantitative methodology through a survey, based on data collection instruments, whose data were treated statistically by means of descriptive, correlational and predictive analyses. The results obtained suggest that emotional intelligence has a strong predictive capacity for prosocial behavior while executive functions show a mild-moderate predictive behavior. In the conclusions and discussion, we provide a series of arguments on some of the results obtained in contrast with previous literature, as well as incorporating limitations of the study and prospects for future research.
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Traverso L, Viterbori P, Usai MC. Prosocial Behavior: The Role of Theory of Mind and Executive Functions. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1828425] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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