Affect and executive function dynamics in primary school classrooms

An Intensive Longitudinal Study

Datos Bibliográficos

ID7149965
AutoresHenry Tsz Fung Lo (0000-0001-5935-5816, University of Oxford, autor de correspondencia), Lars‐erik Malmberg (0000-0002-5309-7403, University of Oxford), Lars-Erik Malmberg (University of Oxford), Christina Hubertina Helena Maria Heemskerk (University of Oxford), Patrick Esser (0000-0002-3227-0115, Oxford Brookes University), Helen Dawes (0000-0002-2933-5213, Oxford Brookes University), Claudia M Roebers (0000-0003-3048-7609, University of Bern)
Año2025
Volumen39
Número5
Páginas1051-1063
Fecha de publicación2025-07-04
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCognition & Emotion (JOURNAL)
Identificadores de la revistaISSN: 0269-9931 • E-ISSN: 1464-0600
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02699931.2024.2427886
PMID39545697
OpenAlexW4404393880
IdiomaEN
Citas recibidas2
Referencias citadas57

This study investigates the temporal dynamics and affective associations related to executive function (EF) performance in primary school classrooms using an intensive longitudinal design. Data were collected from 35 students aged 8.9 to 11.4 years. Participants reported their affective experiences and completed EF measures three times daily following a fixed sampling schedule. The data collection spanned two consecutive school weeks across three primary school classrooms. Utilising Dynamic Structural Equation Modeling (DSEM), we examined 505 measurements of EF tasks and self-reported affective states over two weeks. The findings reveal significant within-person variability in EF, accounting for 52% of the observed variance, with performance declining later in the day and week. At the within-person level, positive affect was associated with improved EF performance, while negative affect was associated with poorer EF. No significant between-person relationships were found. These results underscore the importance of considering within-person processes and affective experiences in educational settings and highlight the need for further research employing intensive longitudinal methods to better understand the nuanced dynamics of affect and EF in real-world classroom environments

Cognition · Cognitive psychology · Developmental psychology · Longitudinal study · Pedagogy · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Communication · Early Childhood Education and Development · Medicine · Psychology