Perceived Stress, Stress-Regulation, and Executive Function: Implications for Middle Schoolers’ School Achievement (Poster 6)

• In Event: Sunday Poster Session 1:15 pm
  In Poster Session: Supporting Social-Emotional Learning, Well-Being, and Development Across the Lifespan

Abstract

Evidence suggests pathways to school success are closely linked to interactions among (a) executive function (EF), (b) stress, and (c) stress-regulation. Yet, despite being at elevated risk for negative outcomes, there is a paucity of EF research with middle schoolers with problem behaviors. The current study examined group differences and relationships among perceived stress, EF, stress-regulation, and academic and behavioral outcomes with middle schoolers (66% Hispanic/Latinx; 25% Black) with or at risk for internalizing/externalizing behaviors and comparison peers. Differences between groups were noted, such that students with behavioral difficulties demonstrated less EF competence. For all students, higher EF predicted better behavioral and academic functioning. Perceived stress and stress-regulation had indirect associations with academic and behavior outcomes via EF.

Authors

• Michelle Cumming, Florida International University

• Nastasia Schreiner, University of Miami

• Jina Park, Florida International University

• Rochelle Zuniga, Florida International University

• Norma P. Urquiza, Florida International University

• Patricia S. Gann, Florida International University

• Helen R. Flores, Florida International University

• Sharde Theodore, Florida International University

• Ruchi Soni, Florida International University