Aggressive behaviour is one of the most common behavioural issues in children and adolescents. Given its negative effects on social, emotional and academic development, early intervention is deemed...Show moreAggressive behaviour is one of the most common behavioural issues in children and adolescents. Given its negative effects on social, emotional and academic development, early intervention is deemed necessary. This study investigated the predictive role of emotion regulation and executive functioning, along with the mediating role of emotion regulation in the relationship between executive functioning and aggression problems. This current correlational study is part of the TRIXY project. The sample consisted of 47 children between the ages of three and seven year old. Aggression was measured using the Child Behaviour Checklist, emotion regulation was measured using the Child Behaviour Questionnaire – Very short form and the executive functions inhibition, planning ability, working memory and cognitive flexibility were measured using the Behavior Rating Inventory of Executive Functions (BRIEF) and the BRIEF-P. The findings indicated that children who experienced more difficulties in executive functioning exhibited heightened levels of aggressive behaviour. Additionally, research showed that emotion regulation is a mediating factor in the relation between executive functioning and aggression. However, the relation between these three constructs differ when splitting the sample in a group consisting of children aged three to four years of age and a group consisting of children who are five to seven years of age, indicating that the relation between these three constructs changes during development. Furthermore, research showed that inhibition, working memory, and cognitive flexibility were predictors of emotion regulation problems and aggression, with inhibition being the most significant predictor of aggression in all ages. Results showed no relation between planning ability, emotion regulation and aggression. This research contributes to the development of effective interventions and the understanding of the development of aggression.Show less
In the Netherlands, 15% of boys and 10% of girls in elementary school show behaviour problems. The current study investigated executive functioning as a risk factor for externalizing behaviour...Show moreIn the Netherlands, 15% of boys and 10% of girls in elementary school show behaviour problems. The current study investigated executive functioning as a risk factor for externalizing behaviour problems. School-age children who are at risk of developing delinquent behaviour are compared to regular developing children in the relation between executive functioning and externalizing behaviour problems. Three components of executive functioning, inhibition, working memory and cognitive flexibility were investigated. The total sample consisted of 131 boys and 34 girls (N = 165), aged eight to twelve years old (M = 10). 76.4% of the sample were high-risk children; the other 33.6% consisted of the control group. The Teacher’s Report Form was filled in by teachers to measure behaviour problems. Three neurological tasks were used to measure inhibition problems, working memory and cognitive flexibility. To obtain the results, a multiple regression analysis, independent t-tests and a moderation analysis were conducted. Inhibition problems and cognitive flexibility appeared to be significant predictors for externalizing problems. Furthermore, high-risk children showed more inhibition problems and a less developed working memory and cognitive flexibility. There was no difference in the relation between any form of executive functioning and externalizing behaviour, when the high-risk and control group were compared. The proven relationship of inhibition problems and externalizing behaviour problems may ultimately be used for the implementation of interventions. Interventions could (partly) focus on improving inhibition control to decrease externalizing behaviour problems.Show less
