Articlebronze2016

Executive functions: relation between evaluation by parents and teachers and the performance of children

Alana T. Martoni · Bruna Tonietti Trevisan · Natália Martins Dias · Alessandra Gotuzo Seabra

5 citations0/0 files storedTemas em Psicologia

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Developmental and Educational Neuropsychology Early Childhood Education and Development Attention Deficit Hyperactivity Disorder

Abstract

Executive functions (EF) enable individuals to regulate their behavior.In children, these abilities have been evaluated by performance tests and scales completed by parents/teachers.However, the literature has shown that the correlation between different types of psychological measures and between different respondents is, at best, moderate.This study investigated: (a) the concordance between parents and teachers in rating scales of EF and indicators of inattention and hyperactivity, and (b) the relation between scores in the scales and the performance of children in a test of inhibition, a component of EF.Participants were 144 children (mean age = 6.16y) of the 1 st and 2 nd phases of Early Childhood Education and 1 st grade of Elementary Education of a public school in a city of São Paulo, their parents and teachers.Parents and teachers completed the Childhood Executive Functioning Inventory (CHEXI) and MTA-SNAP-IV.Children responded to the Semantic Stroop Test.There were signifi cant correlations, low to moderate, between responses of parents and teachers in the scales.Correlations were more frequent in 1 st phase children.Parents indicated more diffi culties than teachers in the children.Low to moderate correlations between the performance of the children in the Stroop test and responses of informants were found.With school progression, the CHEXI tended to correlate with increasingly complex measures of the Stroop test.Therefore, there was concordance, generally low, between the scales and performance test, as well as between the responses of parents and teachers, corroborating the importance of considering different sources of information in childhood evaluation.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 5 citations exist upstream.

References

2000The episodic buffer: a new component of working memory?2005The Neuropsychological Assessment 2007Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten 2011Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample 2008Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure 2008The Childhood Executive Functioning Inventory (CHEXI): A New Rating Instrument for Parents and Teachers 2005Kindergarten Disruptive Behaviors, Protective Factors, and Educational Achievement by Early Adulthood.2003Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention

Cited by

2026Comparing parent and teacher reports of children's everyday executive functioning behavior: A validation study of the Russian language version of CHEXI

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.