Abstract
This study investigated the role of executive function in relation to aggression in a sample of children (N = 93) aged 9 to 15 years. Based on parent ratings of aggression, the sample was divided into low- (n = 66) and high- (n = 27) aggression groups. Although the groups did not differ significantly on laboratory measures of executive function, significant differences emerged on behavioral regulation and metacognition ratings by parents. Notably, a high level of behavioral dysregulation was predictive of placement in the high-aggression group; both good metacognitive skills and behavior regulation served as significant predictors of prosocial and adaptive skills.
Notes
Note. ADHD = attention-deficit hyperactivity disorder; BASC = Behavior Assessment System for Children.
Note. BRIEF = Behavior-Rating Inventory of Executive Function (parent version); CCPT = Conners's Continuous Performance Test–II; CMS = Children's Memory Scale; TMT = Trail-Making Test; TOLDX = Tower of London–Drexel Edition; WCST = Wisconsin Card-Sorting Test.
Note. BRIEF = Behavior-Rating Inventory of Executive Function (parent version); CCPT = Conners's Continuous Performance Test–II; OR = odds ratio; TMT = Trail-Making Test; TOLDX = Tower of London–Drexel Edition; WCST = Wisconsin Card-Sorting Test.
**p < .001.
Note. R 2 = .48; Adjusted R 2 = .47; BRIEF = Behavior-Rating Inventory of Executive Function.
Note. R 2 = .25; Adjusted R 2 = .22; BRIEF = Behavior-Rating Inventory of Executive Function.