Attention Problems as a Mediator of the Relation between Executive Function and Social Problems in a Child and Adolescent Outpatient Sample
Attention Problems as a Mediator of the Relation between Executive Function and Social Problems in a Child and Adolescent Outpatient Sample
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DOI：
10.1007/s10802-016-0200-6
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发表时间：
2017-05-01
影响因子：
3.6
通讯作者：
Ollendick, Thomas H.
中科院分区：
文献类型：
--
作者：
Hilton, Dane C.;Jarrett, Matthew A.;Ollendick, Thomas H.
社会功能对于儿童、青少年和成人的日常生活的成功导航至关重要。最近的理论假设了社会功能的神经心理学基础，特别是与执行功能（EF）系统的密切联系。本研究在儿童和青少年门诊样本中检验了注意力问题在EF（如工作记忆、计划和反应抑制）和社会功能之间的中介作用。参与者是218名6-16岁的儿童（M = 10.23; SD = 2.52； 68.8%为男性），他们被转介到门诊进行心理教育评估。偏差校正自举中介分析用于检验假设模型。在教师和母亲报告的模型中，工作记忆和计划（但不包括反应抑制）对社会问题的影响是由注意问题介导的。这些发现在交叉来源模型中也成立（例如，母亲报告的注意力问题在预测教师报告的社会问题的模型中起到中介作用）。这些发现对社会功能的维度模型和特定临床人群的概念模型（例如，注意缺陷/多动障碍）具有启示意义。
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).