Study of Stress, Stress Regulation, Executive Function, and Behavioral Outcomes of Students With Behavioral Problems

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-3 - Promoting Academic Achievement by Navigating Psychosocial Factors

Abstract

Students with behavioral problems have poor outcomes, which may be linked to executive function (EF) deficits and stress related issues. The primary objective of this study was to understand the variables that contribute to behavioral problems by investigating the relationship among perceived stress, stress regulation, and neurocognitive mechanisms known as EF in middle schoolers with (n = 44) and without (n = 35) behavioral problems. Results indicated that compared to matched peers, students in the behavior group had lower EF abilities and engagement coping use, and reported higher peer stress and internalizing and externalizing behaviors. Perceived family and school stress predicted behavior problems and stress regulation use, with group moderating effects noted. Involuntary responses and engagement coping served as mediators.

Authors

• Michelle Cumming, Florida International University

• Stephen W. Smith, University of Florida