Problems of conduct and executive functions in 5 year old children

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Published: Jul 2, 2016
DOI: https://doi.org/10.17060/ijodaep.2016.n1.v1.214
Keywords:
Behavior problems executive functions inhibitory control children’s education

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Miriam Romero López
Universidad de Granada
Alicia Benavides Nieto
Universidad de Granada
Ana Belén Quesada Conde
Universidad de Granada
Gloria Álvarez Bernardo
Universidad de Granada

Abstract

Nowadays, behavioral problems are still being a concern social issue due to the many negative consequences that are associated to them, such as low academic performance, increased risk of dropping out of school, peer group rejection, and decreased motivation. An extensive literature suggests an inverse relationship between executive functions and aggressive behavior in humans, that is, high scores in behavioral problems coincide with low scores on tests of executive functioning. Although aggressive behavior develops in early childhood, there are few studies on executive functions that have been made in preschoolers related to behavior problems. For this reason, the present research aims to know the relationship between executive function and behavioral problems in children in the last year of Kindergarten. The study involved 204 students (116 boys and 88 girls) from 5 years old, enrolled in the last year of Kindergarten, in a private publicly funded school in Granada. Parents of students also participate in the research. The results indicate that high scores in behavioral problems are related to low scores on executive functions. In conclusion, many literature suggests a link between aggressive behavior and deficits in executive functions, although these differences are not consistent across studies. Therefore, it would be interesting conduct longitudinal studies that enable to analyze more precisely the impact of executive functions in behavior problems.

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How to Cite
Romero López, M., Benavides Nieto, A., Quesada Conde, A. B., & Álvarez Bernardo, G. (2016). Problems of conduct and executive functions in 5 year old children. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 57–66. https://doi.org/10.17060/ijodaep.2016.n1.v1.214
Issue
Vol. 1 No. 1 (2016): PSYCHOLOGY, SCIENCE AND PROFESSION. FACING REALITY.
Section
Articles
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Author Biographies

Miriam Romero López, Universidad de Granada

Departamento de Psicología Evolutiva y de la Educación

Alicia Benavides Nieto, Universidad de Granada

Departamento de Psicología Evolutiva y de la Educación

Ana Belén Quesada Conde, Universidad de Granada

Departamento de Psicología Evolutiva y de la Educación

Gloria Álvarez Bernardo, Universidad de Granada

Departamento de Antropología Social

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