Abstract
The study tested whether deficits in executive function are associated with adolescent risky behavior engagement. At baseline, adolescents (n = 102) aged 12 to 19 years were administered a performance-based measure of executive function and self-report measure of broad-based risky behavior engagement. Additionally, a teacher report for each participant delineating executive function was obtained. In line with our hypothesis, hierarchical multiple regression analyses indicated that adolescents exhibiting poor observer-reported executive function (i.e., teacher report) were more likely to engage in a greater frequency of risky behaviors. Conversely, there was no relationship between the performance-based measure of adolescent executive function and risky behaviors. These findings highlight the importance of obtaining teacher input when operationalizing youth vulnerability, particularly as this relates to understanding executive function deficits. Clinical implications for in-school intervention programs are discussed.
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A Fonds de recherche du Québec-Société et culture grant awarded to Anthony Claro supported this research.
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Claro, A., Dostaler, G. & Shaw, S.R. Clarifying the Relationship Between Executive Function and Risky Behavior Engagement in Adolescents. Contemp School Psychol 26, 164–172 (2022). https://doi.org/10.1007/s40688-020-00287-9
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DOI: https://doi.org/10.1007/s40688-020-00287-9