Attention Problems as a Mediator of the Relation between Executive Function and Social Problems in a Child and Adolescent Outpatient Sample.
- Publisher:
- Springer
- Publication Type:
- Journal Article
- Citation:
- Journal of Abnormal Child Psychology, 2017, 45, (4), pp. 777-788
- Issue Date:
- 2017-05
Closed Access
Filename | Description | Size | |||
---|---|---|---|---|---|
Attention_Problems_as_a_Mediat.pdf | 412.07 kB | Adobe PDF |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
Full metadata record
Field | Value | Language |
---|---|---|
dc.contributor.author | Hilton, DC | |
dc.contributor.author | Jarrett, MA | |
dc.contributor.author | McDonald, KL | |
dc.contributor.author | Ollendick, TH | |
dc.date.accessioned | 2022-09-13T01:28:38Z | |
dc.date.available | 2022-09-13T01:28:38Z | |
dc.date.issued | 2017-05 | |
dc.identifier.citation | Journal of Abnormal Child Psychology, 2017, 45, (4), pp. 777-788 | |
dc.identifier.issn | 0091-0627 | |
dc.identifier.issn | 1573-2835 | |
dc.identifier.uri | http://hdl.handle.net/10453/161771 | |
dc.description.abstract | Social functioning is critical for the successful navigation of everyday life for children, adolescents, and adults. Recent theories have postulated a neuropsychological basis for social functioning with particularly strong links with the executive functioning (EF) system. The current study examined attention problems as a mediator between EF (e.g., working memory, planning, and response inhibition) and social functioning in a child and adolescent outpatient sample. Participants were 218 children ages 6-16 (M = 10.23; SD = 2.52; 68.8 % males) who were referred to an outpatient clinic for psychoeducational assessment. Bias-corrected bootstrapping mediation analyses were used to examine the hypothesized models. The effects of working memory and planning (but not response inhibition) on social problems were mediated by attention problems in both teacher- and mother-reported models. These findings also held up in cross-source models (e.g., mother-reported attention problems as a mediator in a model predicting teacher-reported social problems). These findings have implications for dimensional models of social functioning and conceptual models for specific clinical populations (e.g., attention-deficit/hyperactivity disorder). | |
dc.format | ||
dc.language | eng | |
dc.publisher | Springer | |
dc.relation.ispartof | Journal of Abnormal Child Psychology | |
dc.relation.isbasedon | 10.1007/s10802-016-0200-6 | |
dc.rights | info:eu-repo/semantics/closedAccess | |
dc.subject | 1701 Psychology | |
dc.subject.classification | Developmental & Child Psychology | |
dc.subject.mesh | Adolescent | |
dc.subject.mesh | Attention | |
dc.subject.mesh | Child | |
dc.subject.mesh | Executive Function | |
dc.subject.mesh | Female | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Male | |
dc.subject.mesh | Memory, Short-Term | |
dc.subject.mesh | Problem Behavior | |
dc.subject.mesh | Social Behavior | |
dc.subject.mesh | Thinking | |
dc.subject.mesh | Adolescent | |
dc.subject.mesh | Attention | |
dc.subject.mesh | Child | |
dc.subject.mesh | Executive Function | |
dc.subject.mesh | Female | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Male | |
dc.subject.mesh | Memory, Short-Term | |
dc.subject.mesh | Problem Behavior | |
dc.subject.mesh | Social Behavior | |
dc.subject.mesh | Thinking | |
dc.subject.mesh | Humans | |
dc.subject.mesh | Social Behavior | |
dc.subject.mesh | Memory, Short-Term | |
dc.subject.mesh | Thinking | |
dc.subject.mesh | Attention | |
dc.subject.mesh | Adolescent | |
dc.subject.mesh | Child | |
dc.subject.mesh | Female | |
dc.subject.mesh | Male | |
dc.subject.mesh | Executive Function | |
dc.subject.mesh | Problem Behavior | |
dc.title | Attention Problems as a Mediator of the Relation between Executive Function and Social Problems in a Child and Adolescent Outpatient Sample. | |
dc.type | Journal Article | |
utslib.citation.volume | 45 | |
utslib.location.activity | United States | |
utslib.for | 1701 Psychology | |
pubs.organisational-group | /University of Technology Sydney | |
pubs.organisational-group | /University of Technology Sydney/Faculty of Science | |
utslib.copyright.status | closed_access | * |
pubs.consider-herdc | false | |
dc.date.updated | 2022-09-13T01:28:37Z | |
pubs.issue | 4 | |
pubs.publication-status | Published | |
pubs.volume | 45 | |
utslib.citation.issue | 4 |
Abstract:
Social functioning is critical for the successful navigation of everyday life for children, adolescents, and adults. Recent theories have postulated a neuropsychological basis for social functioning with particularly strong links with the executive functioning (EF) system. The current study examined attention problems as a mediator between EF (e.g., working memory, planning, and response inhibition) and social functioning in a child and adolescent outpatient sample. Participants were 218 children ages 6-16 (M = 10.23; SD = 2.52; 68.8 % males) who were referred to an outpatient clinic for psychoeducational assessment. Bias-corrected bootstrapping mediation analyses were used to examine the hypothesized models. The effects of working memory and planning (but not response inhibition) on social problems were mediated by attention problems in both teacher- and mother-reported models. These findings also held up in cross-source models (e.g., mother-reported attention problems as a mediator in a model predicting teacher-reported social problems). These findings have implications for dimensional models of social functioning and conceptual models for specific clinical populations (e.g., attention-deficit/hyperactivity disorder).
Please use this identifier to cite or link to this item:
Download statistics for the last 12 months
Not enough data to produce graph