Association between executive function and emotional and behavioral problems among first-grade elementary school students
10.16835/j.cnki.1000-9817.2026217
- VernacularTitle:一年级小学生执行功能与情绪行为问题的关联
- Author:
CHEN Jianchang, LI Yuqiang, YIN Xiaojian, HONG Jun,〖JZ〗 LIU He, HU Yanyan, GE Wenxin, HU Lixin, CHEN Yajun, LIU Yuan, WANG Jinxian, WANG Yong
1
Author Information
1. Shanghai Education Center of Science & Art, Shanghai 200051, China
- Publication Type:Journal Article
- Keywords:
Executive function;
Emotions;
Mental health;
Students;
Regression analysis
- From:
Chinese Journal of School Health
2026;47(7):922-925
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the association between executive function and emotional and behavioral problems in first-grade elementary school students, so as to provide a reference for promoting children s mental health.
Methods:From March to May 2024, 423 first-grade elementary school students from 6 primary schools aged 6-7 were selected by using stratified cluster random sampling in Shanxi, Shanghai, Shandong, Guangxi, Xinjiang, and Jiangxi. Data were collected by using the Executive Function Assessment Scale and the Strengths and Difficulties Questionnaire. An independent samples t-test was used to analyze differences in executive function of different genders and differences in emotional and behavioral problems among first-grade school students with varying executive function levels; a linear regression model was employed to analyze the association between children s executive function and emotional and behavioral problems.
Results:A total of 42 first-grade elementary school students (9.9%) were identified as having executive function deficits. Students in the executive function deficit group scored higher on internalizing behavior (7.50±0.52), externalizing behavior (11.26±0.52), and total difficulties (18.52± 0.93 ) were significantly higher than those of children without deficits (4.37±0.14, 6.69±0.17, 10.64±0.27) ( t =5.79, 8.50, 9.23, all P <0.05). Results of linear regression analysis showed that, after controlling for relevant covariates such as gender, age, family economic status, being an only child, and body mass index, the factor scores, dimensional scores, and total scores of executive function were all positively correlated with scores for externalizing problems, internalizing problems, and total difficulties ( β =0.07-0.32, all P <0.05).
Conclusions:Children s executive function is closely associated with emotional and behavioral problems, and those with poorer executive function exhibit more pronounced emotional and behavioral problems. Improving children s executive function may help promote their mental health.
