Improvements in executive function mediate the intervention's effects on learning-related behaviors and problem behaviors¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The indirect effect of treatment assignment on learning-related behaviors through EF improvement was significant (b = 0.13, CI [0.05, 0.26]). → Brock et al. 2018 q3 i? The indirect effect of treatment assignment on problem behaviors through EF improvement was significant (b = –0.07, CI [–0.17, –0.01]). → Brock et al. 2018 (2)

Evidence¶

Brock et al. 2018¶

Laura L. Brock, William M. Murrah, Elizabeth A. Cottone, Andrew J. Mashburn, and David W. Grissmer. (2018). An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior. International Journal of Behavioral Development, 42(5), 474–484. https://doi.org/10.1177/0165025417738057

q3 · i? · causal · r2

Multiple mediation analysis with bias-corrected bootstrapping (10,000 iterations, 95% CIs; N = 87) tested indirect effects through EF. The learning-related behavior indirect effect CI excluded zero; no standardized effect size is printed.

"The CIs around the indirect effects of EF on learning-related ( b ¼ 0.13, CI [0.05, 0.26]) and problem behaviors ( b ¼ –0.07, CI [–0.17, –0.01]) were found to exclude zero"

Brock et al. 2018 (2)¶

Laura L. Brock, William M. Murrah, Elizabeth A. Cottone, Andrew J. Mashburn, and David W. Grissmer. (2018). An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior. International Journal of Behavioral Development, 42(5), 474–484. https://doi.org/10.1177/0165025417738057

q3 · i? · causal · r2

The same bootstrap mediation analysis found the indirect effect through EF on problem behaviors had a CI excluding zero (b = –0.07, CI [–0.17, –0.01]); no standardized effect size is printed.

"The CIs around the indirect effects of EF on learning-related ( b ¼ 0.13, CI [0.05, 0.26]) and problem behaviors ( b ¼ –0.07, CI [–0.17, –0.01]) were found to exclude zero"

Discussion¶

Related Claims¶

• Visuospatial skill improvement does not mediate intervention effects on classroom behavior — related
• Mastery orientation relates to classroom behavioral self-regulation only indirectly via executive functions, while trait beliefs relate mainly directly — related
• Mindsets relate to kindergarteners' achievement indirectly through executive functions and classroom behavioral self-regulation as mediators — related
• Motivation's effect on later mathematical performance is indirect, mediated by executive functioning and early numeracy skills — related
• Growth in task orientation partially mediates the association between executive function and mathematics achievement in preschoolers — related
• Indirect effects via executive functions hold for CPT inhibition, sustained attention, and delay of gratification indicators but not the Day-Night Stroop — related
• The mediating effects of executive functioning and attention problems did not significantly differ from each other on any first-grade outcome — related
• An after-school EF/VS intervention improves directly assessed executive function in kindergarten and first-grade children (intent-to-treat) — related
• The after-school EF/VS intervention showed no direct intent-to-treat effect on teacher-rated classroom behavior composites, with a trend for problem behaviors — related