Relationship between executive function deficits and self-esteem, emotional regulation, and social adjustment in school-aged children: a systematic review

Relación entre déficits en funciones ejecutivas y autoestima, regulación emocional y adaptación social durante la etapa escolar: una revisión sistemática;
Relação entre déficits de função executiva e autoestima, regulação emocional e ajuste social em crianças em idade escolar: uma revisão sistemática

Thumbnail
Autor
Cárdenas Tambo, Teseo Abel
Metadatos
Mostrar el registro completo del ítem
Materias
executive functions
social-emotional development
self-esteem
emotional regulation
social adjustment
educational intervention
systematic review
funciones ejecutivas
desarrollo socioemocional
autoestima
regulación emocional
adaptación social
intervención educativa
revisión sistemática
funções executivas
desenvolvimento socioemocional
autoestima
regulação emocional
adaptação social
intervenção educacional
revisão sistemática
URI
https://hdl.handle.net/20.500.14112/29651
URL del recurso
https://revistas.umariana.edu.co/index.php/unimar/article/view/4321
Colecciones
Descripción
A systematic review of the relationship between executive function deficits and their impact on self-esteem, emotional regulation, and social adjustment in school-aged students is presented. A comprehensive search was conducted in databases such as PubMed, Scopus, and PsycINFO using key terms related to executive functioning, self-esteem, emotional regulation, and social adjustment. We included studies published between 2004 and 2024 that assessed these variables in school populations and found that deficits in executive functioning were significantly associated with lower self-esteem, difficulties in emotional regulation, and problems in students’ social adjustment. These findings highlight the need to develop and implement evidence-based intervention strategies that address these specific areas to promote healthy social-emotional development in the educational context. Challenges include early identification of deficits, training of educational personnel, and effective integration of these interventions into the school curriculum.