Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (1): 35-44.doi: 10.16187/j.cnki.issn1001-4918.2022.01.05

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The Relationships between Executive Functions and Problem Behavior: Situational Specificity and Gender Differences

BAI Rong1, YAN Rong2, WANG Qian2, LI Ye1, XING Shufen1   

  1. 1. Department of Psychology, Learning and Cognitive Key Laboratory, Capital Normal University, Beijing 100048;
    2. Institute of Leadership and Education Advanced Development, Xi'an Jiaotong-Liverpool University, Suzhou 215123
  • Published:2022-02-17

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Abstract: This study examined the relationships between the specific components of executive function (EF) and problem behavior across different genders and contexts. Executive functions of 101 preschool children (48 boys) were measured by cognitive experimental tasks. One year later, boys' and girls' internalizing and externalizing behavior in home-and school-settings were measured by mother's reports and teachers' assessments. The results showed that boys' inhibition, cognitive flexibility, and working memory negatively predicted their externalizing behavior in home-context; their cognitive flexibility negatively predicted externalizing behavior in school-context. Boys' inhibition positively predicted their internalizing behavior only in school-context. For girls, their cognitive flexibility positively predicted externalizing behavior only in school-context. No relationship was found among the girls between EFs and problem behavior in home-context. These findings suggested that the relationships between executive functions and problem behavior showed not only different patterns, but also situational specificity and gender differences.

Key words: executive functions, problem behavior, situational specificity, gender differences, preschooler

CLC Number: 

  • B844
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