Research Paper
haniyeh mohammadi; zahra naderi nobandegani; samaneh asadi; tahereh sadeghiyeh
Abstract
AbstractThe aim of this study is to investigate the mediating role of the dimensions of reflective functioning in the relationship between insecure attachment styles and parenting stress in parents of child with attention deficit/hyperactivity disorder. The method of the current research was correlation-structural ...
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AbstractThe aim of this study is to investigate the mediating role of the dimensions of reflective functioning in the relationship between insecure attachment styles and parenting stress in parents of child with attention deficit/hyperactivity disorder. The method of the current research was correlation-structural equation modeling and the research population included parents of children with attention deficit/hyperactivity disorder in Yazd city in 1401. Among them, the sample consisted of 295 fathers and mothers of these children selected using convenient method and fulfilled the questionnaires of experience of close relationships by Brennan et al. (1998), Parental reflective functioning by Luyten et al. (2017) and parents stress by Abidin (1995), in person or online. In the next step the data was analyzed using the statistical method of path analysis and multi-group analysis. The findings of the research showed that in both groups of mothers and fathers, pre-metallization can play a mediating role in the relationship between insecure anxious attachment style and parenting stress in fathers and mothers of children with attention deficit/hyperactivity disorder. Also, multi group analysis confirmed the role of parents' gender, and in the difference between these two groups, the path of avoidant attachment to parenting stress was significant in the mothers' group as opposed to the fathers' group. As a result, according to the findings, it can be said that in both groups of mothers and fathers, anxious attachment plays an important role in increasing pre-mentalization about children with disorders and thus increases the stress of parenting.Keywords: attention deficit/hyperactivity disorder, parenting stress, Parental reflective functioning, insecure attachment style. Extended Abstract IntroductionAttention deficit hyperactivity disorder (ADHD) is one of the most common developmental neurodevelopmental disorders in childhood. Children with ADHD show more and more vigorousness, hyperactivity, neglect and sudden behaviors than normal children, and parents of these children often report high hopelessness in trying to manage their behavior. The researchers found that parents with children with attention deficit hyperactivity disorder experienced significantly more parental stress than parents with a child with normal development. In addition to these factors, parental attachment style affects their ability to cope with stress, and consequently these styles may also affect the stress of parents.At the same time, one of the important variables that can play a role in the relationship between parental attachment style and parenting stress is reflective functioning. It combines the concept of psychoanalysis of mind-set and attachment theories and refers to the ability of parents or caregivers to imagine their child's mental states such as their feelings, wishes, and desires.In general, the research question is whether the dimensions of reflective functioning can play the mediating role in the relationship between insecure attachment styles and parental stress in parents of children with attention deficit hyperactivity disorder? Literature Research The dominant model of parental stress identifies two main components: the child's domain, which originates directly from the child's characteristics, and the parent domain, which is most influenced by the parents' own performance. Overall stress is a combination of parent and child stress. Studies on families of children with ADHD show that parental stress increases in both areas. Parents who experience extreme levels of parental stress may be less able to take steps to help their child.Attachment theory holds that people's attachment systems are activated in stressful situations, such as when a child is afraid, or in pain, seeks to be close to his or her parent and feels relaxed in this way. Adult attachment can be described by two dimensions, anxious attachment and avoidance attachment. According to research, low maternal score in avoidant and anxious attachment styles is associated with higher resiliency against children with attention deficit hyperactivity disorder.The concept of reflective functioning combines the concept of psychoanalytic mentalization and attachment theories and refers to the ability of parents or caregivers to imagine their child's mental states such as their feelings, wishes, and desires. The three key dimensions of parental reflective functioning include: methods of pre-mentalization, confidence in state of mind and interest and curiosity.The first dimension, the state of pre-mentalization, refers to a non-subjective position that is often characteristic of parents with severe impairments in parental reflective functioning. The second dimension, certainty of mental states , refers to parents' ability to recognize that mental states are inherently ambiguous. The third dimension refers to the parents' curiosity and interest in the child's state of mind, i.e., the parents' willingness to understand the child. Studies that have evaluated parents' reflective capacity indicate that parents' ability to mentalize can be an important factor for tolerance of neonatal distress, reinforcement of more positive discipline strategies and less parental stress perception. Regarding the difference between parents and mothers, in some studies, mothers were more likely than fathers to believe that their children with attention deficit hyperactivity disorder were stressful. MethodologyThe present study was conducted by correlation-structural equation modeling. The statistical population consisted of mothers and fathers of children with attention deficit hyperactivity disorder living in Yazd city in 1401 and the sample consisted of 295 parents who were selected using convenient method. After collecting the questionnaires, AMOS-24 and SPSS-24 software were used for data analysis. In addition, descriptive statistics (mean, standard deviation), correlation coefficients, multi-group analysis and index of fit were used to investigate the research question. The research instruments included the Experiences of Close Relationships, Parental Reflective Functioning Questionnaire and Parents Stress Questionnaire. ResultsThe results showed that in both groups of mothers and fathers, only the correlation coefficients of pre-mentalization scale with parenting stress (r=0.55 and fathers: r=0.50) were significant. Also, the correlation coefficient of insecure attachment anxiety with parenting stress was significant for both groups (r=0.56 and fathers: r=0.40) while insecure avoidance attachment correlation coefficient (mothers: r=0.22) was significant only for mothers. Therefore, for better fit, non-significant pathways were removed from the model and without these two subscales the models were fitted. Then, in the form of mediation model, pre-mentalization was shown in relation between the variables of the research.Mediation Model of Parental Pre-Mentalization in the Relationship between Insecure Attachment Styles (Anxiety/Avoidance) and Fathers' Parenting Stress According to the form of avoidance, attachment pathway to parental stress (β =-0.04) and pre-mentalization (β =-0.09) is non-significant. On the other hand, the attachment pathways of anxiety to pre-mentalization (β=0.47), anxiety attachment to parenting stress (β=0.26) and pre-mentalization to parenting stress (β=0.38) are significant.Mediation Model of Parental Pre-mentalization in the Relationship between Insecure Attachment Styles (Anxiety/Avoidance) and Parental Stress of Mothers According to mothers' model, avoidance attachment to pre-mentalization (β=0.05) is not significant. On the other hand, avoidant attachment pathways to parenting stress (β=0.17), anxiety attachment to pre-mentalization (β=0.53), anxiety attachment to parenting stress (β=0.37) and pre-mentalization to parenting stress (β=0.36) are significant. In order to improve the overall fitness of two models of parents and mothers, the model was modified by applying the covariance between avoidant attachment and anxious attachment and the results of fitting the model before and after the modification were brought. According to the results of fit, it seems that regression weights make a difference in at least some pathways between the fit of mothers and fathers. Therefore, the role of parents' gender in the research model was confirmed. DiscussionIn explaining this finding, it can be said that considering that reflective functioning is the operationalization of mental processes that reinforces the capacity of mentalization. When parents are able to understand the meaning and purpose of their child's signals, it gives a more appropriate response, thus forming a reflective functioning or ability to perceive oneself and others in mental states such as thoughts, feelings, and intentions. So parents who reflect are able to understand their child's behaviors according to mental states. Similarly, in dealing with children, they experience less stress caused by confusion in behavior and dealing with the child. Parents who are not able to build capacity in this area will have more stress. ConclusionInsecure attachment (especially anxious attachment) seems to cause serious disorders in parental pre-mentalization and because parents with this style cannot understand a child with attention deficit hyperactivity disorder, they experience high stress. AcknowledgementWe need to thank all the people who helped us in this study, especially parents of children with ADHD and also members of Dr. Tahereh Sadeghiye Psychiatric Clinic. * Corresponding Author: zahra.naderi@yazd.ac.irHow to Cite: Saeed, M., Saeed, M., Saeed, M. (2024). The Mediating Role of Parental Reflective Functioning Dimensions in the Relationship Between Parental Insecure Attachment Styles and Parenting Stress in Parents of Children With Attention Deficit-Hyperactivity Disorder, Journal of Psychology of Exceptional Individuals, 13(52), 1-29. DOI: 10.22054/jpe.2023.74893.2602
Research Paper
Marzyeh Eslamian; Seyed Rasoul Emadi
Abstract
AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning ...
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AbstractLearning disorders cause many challenges in the academic field of students and have a negative effect on the academic and social performance of children. The purpose of this research was to investigate the effect of task-oriented teaching on the reading and writing skills of students with learning disabilities. The method of the current research was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included third-grade primary students with dyslexia and dysgraphia in West Islamabad city (Kermanshah Province). A targeted sample of 34 students was selected from among the third-grade students and randomly assigned to two experimental (17 students) and control (17 students) groups. The research tools included Kormi Nouri's reading test (2005) and the researcher-made writing test (2017). For the experimental group, 11 practice sessions were conducted in the form of task-oriented teaching, and the control group remained on the waiting list. The results of the research showed that task-oriented teaching had a significant effect on the reading and writing skills of students with learning disabilities. Based on the results, it can be said that task-oriented teaching improved the reading and writing skills of students with learning disabilities. Therefore, it is suggested that primary school teachers use the task-oriented teaching method for students who have reading and writing disorders.Keywords: task-oriented teaching, reading skill, writing skill, learning disability. Extended AbstractIntroductionReading disability is the most common learning disability that affects 7 to 17 percent of children worldwide and is characterized by normal intelligence, poor reading performance despite adequate education, and poor spelling (Peters et al, 2021). Dyslexic children have cognitive deficits in visual processing, selective and sustained attention, and executive functions. They have problems in phonological processing, recognizing sounds in words and recognizing rhymes (Abdollahzadeh Rafi and Rahimzadeh, 2020). Difficulty in writing is determined by the disorder and weakness in the skills that are important in the writing process, such as writing speed, legibility of letters, and fine motor coordination, and weakness in any of these skills can make learning difficult. The prevalence of both learning disabilities is higher in boys than in girls (Romanovska et al, 2021).One of the relatively new methods of teaching is task-oriented teaching, which is one of the active teaching approaches. In this approach, due to the continuous interaction of students with each other and their active participation in learning, social skills will increase and they will have high self-confidence. They can easily apply what they have learned in the real environment (Neto et al, 2021). From the point of view of Ellis (2009), Ellis (2009) the task-oriented method is a kind of communicative teaching method that emphasizes meaningful learning through doing tasks in the educational environment of learners. In simpler terms, it refers to a method in which assignments are used as the core of education (Roh and Kwag, 2018).In general, the conducted research shows that the education of children with learning disorders requires special education, and also considering the background and prevalence of about 10 to 20 percent of learning disorders in children and the need of these children for special education methods, and the lack of research on the task-oriented teaching method in the field of learning disorders in the country, the present research seeks to examine the question of whether task-oriented teaching has an effect on the reading and writing skills of students with reading and writing disorders.MethodThe current research design was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was male students in the third grade of elementary school with dyslexia and dysgraphia who were studying in the schools of West Islamabad city in 2018. Among the examined children, a sample of 34 subjects was selected according to the entry criteria and then assigned to two experimental and control groups (17 experimental, 17 control). In order to collect the data, the reading test of Karami Nouri and Moradi (2004) and the writing test developed by the researcher were used. In this research, the task-oriented method was used based on the book "Read and Write" in the third grade of elementary school. The content and educational materials were prepared completely based on the textbook in 11 sessions of 40 minutes. In this way, the experimental group was trained in the task-oriented method and the control group was trained in the usual way. At the end of the intervention, a post-test was taken from both groups. In this research, to analyze the collected data, the mean and standard deviation of the variables were checked using descriptive statistics, and multivariate covariance analysis was used to investigate the research question. All statistical analyses were performed using SPSS software version 27.ResultsTable 1 reporting the results of the analysis of covariance shows that after obtaining basic assumptions, there is a significant difference between the experimental and control groups on reading and writing (P<0. 01). Based on the results, after the intervention, the mean score of reading and writing have increased in the experimental group compared to the control group.
ConclusionIn explaining these findings, according to Baldi et al.'s (2015) point of view, it can be mentioned that educational experts believe that the use of process-oriented teaching methods, such as the task-oriented method, is a way to solve problems and eliminate the shortcomings of traditional reading teaching methods. Collaborative and two-way learning is superior to common one-way educational models, and it is emphasized to use two-way educational processes more than one-way transfer processes to improve reading. In fact, the general goal of task-oriented education is to create motivation for learning through activities based on meaning and form. In this method, all three dimensions of structure, performance and interaction are given importance (Operto et al., 2020). According to Ellis (2009), in this method, the use of things like asking, answering, explaining, searching, analyzing, creating and evaluating provides the possibility of interaction for the learner. In task-based education, attention, accuracy, evaluation, practice and coordination between different letters and words are emphasized in the process of checking and doing the task, and the students are fully involved in the exercises and with more motivation and self-efficacy while doing the exercises. In this way, their reading skills are strengthened.According to Joshi and Bouck (2017), it is possible that children in a task-oriented approach perform various exercises to improve concentration and strengthen visual and auditory memory according to their ability level, which promotes effective writing. It seems that choosing and arranging appropriate words and vocabulary and understanding short phrases requires the process of word recognition, and this recognition is one of the complex activities of the nervous system of the brain (Wicki and Lichtsteiner, 2018). The fact that the child can find the right word to complete the sentence in the empty space and can determine the role of each word in the sentence is not an easy process for children with learning disabilities and it requires a lot of practice and homework, so the task-oriented approach can play an effective role in improving children's writing ability by using multi-sensory intervention such as auditory, visual and tactile senses and providing different assignments. One of the limitations of the present study was the limited sample of male students; another limitation was the impossibility of a completely random selection of the participants, and a follow-up stage was not possible. Therefore, it is suggested to conduct this issue in future research by randomly selecting a sample consisting of male and female students and by conducting a follow-up test.Ethical ConsiderationsCompliance with ethical guidelinesThis article was extracted from the Master thesis of the first author in the field of educational sciences of Bu-Ali Sina University. The principle of confidentiality and ethical considerations were observed in the research.AcknowledgmentWe express our gratitude to the officials of the Department of Education and the school principals and students who cooperated in the implementation of this project.Conflict of interestThe authors declare no conflict of interest for this study.
Research Paper
mahdi barzegar; Asma Zare; zahra Naghsh; Mohammad Shafiee; yaser heidari
Abstract
Abstract
The purpose of this study was to investigate the relationship between help seeking and teacher-student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who studied in the seventh and ...
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Abstract
The purpose of this study was to investigate the relationship between help seeking and teacher-student relationship with the mediating role of achievement goals and achievement motivation. The statistical population of this study were students of Tehran province who studied in the seventh and ninth grades in the academic year of 1398-99. The sample of this study was 317 boys and girls students and was chosen by multi-stage cluster sampling and all of them completed the Ryan and Pintrich (1997) questionnaires, Murray and Zurich’s (2010) teacher-student relationship questionnaires, Herman’s (1997) achievement motivation questionnaires and Eliot and McGregor (2001) achievement goals. Data were analyzed by Pearson correlation and path analysis. The findings showed that the direct effect of the teacher-student relationship on achievement motivation and the direct effect of the mastery approach on achievement motivation were positive and significant. The direct effect of performance-avoidance on help-seeking was negative and significant. The indirect effect of the teacher-student relationship on the help seeking by mediating of mastery approach and performance avoiding was positive and significant, and also the indirect effect of the teacher-student relationship on the help seeking by mediating achievement motivation was positive and significant. The results of this study will be useful for education and higher education centers, especially for teachers, to increase the help seeking and teacher-student relationship and also motivation among students.
Keywords: help seeking, teacher-student relationship, achievement goals, and achievement motivation.
Extended Abstract
Introduction
One of the most prevalent and debilitating problems of adults and young adults is depression, and it is so widespread that it is referred to as a mental “cold” among mental disorders (Madmali et al., 2016). The prevalence of this disorder is reported to be 14% among boys and 28% among girls (Zebrig et al., 2017). Psychological well-being is among the factors affected by depression disorder (Smith et al., 2017). The feeling of mental well-being or having life satisfaction is a field of positive psychology that tries to evaluate the cognitive judgment of people's satisfaction/dissatisfaction and emotions (positive and negative values) from their lives in various situations, such as school, work, and daily life (Desi & Ryan, 2008). Another skill that may be affected by depressed students is social competence. Social competence is the ability to express emotions, understand others, take personal responsibility, and establish appropriate social relationships with others (Lindsey & Berks, 2019). Grisham (1981) showed that success in social interactions requires social competence and students with poor social skills face problems such as peer rejection, behavioral problems, and low academic success when they enter school. One of the methods of psychological empowerment is self-compassion training, which can affect the mental well-being and social adequacy of depressed students. Self-compassion is defined as acceptance of vulnerability, care, and kindness towards oneself, understanding and having a non-evaluative attitude towards one's failures and inadequacy, and recognition of the everyday experiences of a person (Neff, 2016). Various studies have shown the positive result of this treatment in reducing mood disorders and increasing mental health (Macbeth & Gamble, 2012; Zesin et al., 2015). Therefore, this study aimed to investigate the effectiveness of cognitive self-compassion training on the mental well-being and social competence of depressed students.
Research question
Does self-compassion affect the mental well-being and social competence of students with depression?
Review of literature
Evidence shows that people who have higher self-compassion experience less depression and anxiety in challenging social situations and are more satisfied with their lives (Marsh et al., 2018). Also, self-compassionate people have more courage in dealing with negative events. They use lower emotional and negative self-evaluation when asked to recall their failure experience (Ross, 2010). Strong relationships between self-compassion and many indicators of positive mental health, including lower levels of depressive symptoms and higher life satisfaction, have been observed in previous research (Zesin et al., 2015; Phillips, 2018). According to Allen and Lori (2010), self-compassion also includes appropriate coping strategies that help people deal with negative events in their lives in a positive way.
Methodology
The current research has a semi-experimental pretest-posttest follow-up design with a control group. The statistical population of this research was all the female students studying in the first and second years of high school referred to the educational counseling organization of Poldakhtar City in the academic year of 2018-2019. For this purpose, among 100 volunteer students, 39 students were diagnosed with depression based on the Beck Depression Inventory (BDI). Then, according to the inclusion and exclusion criteria of the study, 30 female students were selected and randomly assigned to two experimental and control groups. The collected data were analyzed using descriptive statistics tests (mean and standard deviation) and inferential multivariate covariance analysis using SPSS software version 22.
Results
According to the statistical results, it can be stated that the effectiveness of cognitive self-compassion training intervention is effective in the mental well-being and social competence of students suffering from depression (p < 0.05).
Table 1. Pairwise comparison of stages and experimental and control groups in mental well-being and social adequacy variable
P-value
Standard Deviation
Mean
Group J
Group I
Stage
Variable
622/0
61/2
30/1-
Control
Experimental
Pretest
Mental well-being
004/0
96/2
15/9
Control
Experimental
Posttest
004/0
97/2
62/9
Control
Experimental
Follow-up
555/0
87/5
47/3
Control
Experimental
Pretest
Social competence
001/0
97/9
27/51
Control
Experimental
Posttest
001/0
25/10
93/52
Control
Experimental
Follow-up
P-value
Standard Deviation
Mean
Stage J
Stage I
Group
0001/0
11/1
40/10-
Posttest
Pretest
Experimental
Mental well-being
001/0
20/1
93/10-
Follow-up
Pretest
032/0
196/0
533/0-
Follow-up
Posttest
658/0
08/1
063/0
Posttest
Pretest
Control
988/0
161/1
001/0
Follow-up
Pretest
989/0
190/0
063/0-
Follow-up
Posttest
001/0
24/6
66/51
Pretest
Pretest
Social competence
001/0
50/6
26/53
Posttest
Posttest
Experimental
004/0
455/0
60/1-
Follow-up
Follow-up
934/0
05/6
18/3-
Posttest
Pretest
944/0
03/6
75/3-
Follow-up
Pretest
Control
967/0
44/0
063/0-
Follow-up
Posttest
As can be seen, there is no difference in mental well-being and social competence between the two experimental and control groups in the pre-test (p < 0.05). Also, the results indicate a significant difference between the pre-test and post-test stages, between the pre-test and follow-up, and between the post-test and follow-up in the experimental group (p < 0.05). However, in the control group, there is no significant difference between the different measurement stages (p < 0.05). These results and comparing the experimental group's mental well-being and social competence means in the three stages of pre-test, post-test, and follow-up show that cognitive self-compassion training has increased mental well-being and social competence. Therefore, self-compassion training has increased students' mental well-being and social competence in the experimental group.
Figure 1. Mental well-being chart of two groups in pre-test, post-test, and follow-up stages
Figure 2. Social competence diagram of two groups in pre-test, post-test, and follow-up stages
Discussion
This research was conducted to investigate the effectiveness of cognitive self-compassion training on the mental well-being and social competence of students with depression. The results of repeated measures ANOVA showed that the difference between the average scores of mental well-being and social competence of the experimental group in the post-test and follow-up phase compared to the pre-test phase is significant compared to the pre-test scores of the control group.
Conclusion
According to the present study findings and similar studies, it was concluded that in stressful and challenging times, instead of rumination, students manage crises using self-compassion skills such as mindfulness, self-kindness, shared human experiences and responsibility, and creating constructive skills with others, strengthening mental health and causing inner satisfaction.
Acknowledgments
In the end, we would like to express our gratitude to all those who helped the authors in the implementation and compilation of the article.
Research Paper
fatemeh yavari; farideh sajadipoor
Abstract
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted ...
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Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems.
Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems.
Extended Abstract
Introduction
Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems.
Research Question
Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems?
Literature Review
Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data.
Methodology
The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2.
Results
The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data.
Table 1. All fit indices of BRIEF-2 confirmatory factor analysis.
Fitness indices
Values
RMSEA
0.098
NFI
0.96
NNFI
0.95
CFI
0.97
GFI
0.94
AGFI
0.89
Fig. 1. Estimation of standardized coefficients
Discussion
The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019).
One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems.
Conclusion
The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems.
Acknowledgments
The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.
Research Paper
Asgar Alimohamadi; karim abdolmohamadi; Abolfazl Gadami
Abstract
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted ...
Read More
Abstract
The present study was conducted investigating the psychometric properties of the Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) in students with externalizing behavior problems. The method was based on correlation research. The statistical population consisted of all male students with behavioral problems between the ages 7 and 12 in East Azarbayejan province who were studying in the academic year 2021-2022. To select the sample, first, students with externalizing behavior problems were identified. Then their parents completed the parent form of Behavioral Rating Inventory of Executive Functions - Second Edition (BRIEF-2) and Coolidge's Neuropsychological Questionnaire (2002). The data was analyzed with 599 people. Cronbach's alpha coefficient, confirmatory factor analysis, and criterion validity were used to analyze the data. The results showed that the behavioral rating inventory of executive functions - second edition (BRIEF-2) has good reliability and validity. Therefore, this scale can be used to evaluate executive functions in students with externalizing behavior problems.
Keywords: psychometric properties, behavior rating inventory of executive function, externalizing behavioral problems.
Extended Abstract
Introduction
Externalizing problems such as disruptive behavior, aggression, and breaking rules can be a significant public health issue. These symptoms can have serious consequences for individuals, including dealing with disruptive behavior, feeling insecure or victimized, and incurring economic costs for prevention, treatment, and trials (Constanty et al., 2021). When evaluating children with externalizing behavior problems, it's important to assess their executive functions. Executive functions refer to the cognitive processes that are involved in regulating behavior, such as attention, working memory, and self-control. There is a relationship between executive functions and externalizing behavior problems, which means that how well a child can regulate their behavior is linked to their cognitive abilities. By assessing executive functions, we can better understand the cognitive and behavioral factors that contribute to externalizing behavior problems in children. The Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) is currently the most widely used tool for measuring executive functions in children (Pino Muñoz et al., 2021; Parhoon et al., 2022). While BRIEF-2 is a comprehensive tool for assessing executive functions in children, its psychometric features have not been fully examined in children with externalizing behavior problems. The current research aims to answer the question of whether the psychometric characteristics of the BRIEF-2 parent form are appropriate for use in assessing executive functions in students with externalizing behavior problems.
Research Question
Are the psychometric characteristics of the BRIEF-2 parent form suitable for assessing executive functions in students with externalizing behavior problems?
Literature Review
Anastasiadis (2023) conducted a study to examine the clinical usefulness of the BRIEF-2 and its associated scales in differentiating between pediatric ADHD presentations and comorbidity. The study used archival data from 211 children between the ages of 5 and 12 who were seen at a university-based ADHD Evaluation Clinic. Ratings from parents and teachers were analyzed separately. The results of the study were consistent with predictions, showing that the Emotional Regulation Index (ERI) was highest in the combined presentation of ADHD. Parhoon et al., (2021) conducted a study to examine the psychometric properties of the Persian version of BRIEF-2 parent-form in children between the ages of six and 12 years. The study used confirmatory factor analysis to analyze the internal structure of the BRIEF-2. The results showed that the model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) had a good fit. Jiménez & Lucas-Molina (2019) conducted a study to examine two aspects of BRIEF-2 in a sample of primary school-aged children. The results of the study showed that the confirmatory factor analysis of BRIEF-2 revealed a good fit for the sample. The model with three indexes (Behavioral, Emotional, and Cognitive) and nine scales (Inhibit, Shift, Self-Monitor, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, and Task-Monitor) was found to be an appropriate fit for the data.
Methodology
The current research used a descriptive correlational-normative study method. The statistical population for this study included all male students between the ages of 7 and 12 years old who had behavioral problems and were studying in East Azarbaijan province during the academic year of 2021-2022. The final analysis of the current research included data from 599 questionnaires. The researchers used three different tools to collect data: The Child Behavior Checklist (CBCL), the Behavioral Rating Scale of Executive Functions - Second Edition (BRIEF-2), and the Coolidge Neuropsychological Questionnaire. The researchers used two different software programs, SPSS and Lisrel, to examine the psychometric properties of the BRIEF-2.
Results
The results of the confirmatory factor analysis of BRIEF-2 in Table 1 and Figure 2 showed that all fit indices, including the square root of the mean error of approximation (RMSEA), were within the desired range. This indicates that the model used in the questionnaire data is an appropriate fit for the data.
Table 1. All fit indices of BRIEF-2 confirmatory factor analysis.
Fitness indices
Values
RMSEA
0.098
NFI
0.96
NNFI
0.95
CFI
0.97
GFI
0.94
AGFI
0.89
Fig. 1. Estimation of standardized coefficients
Discussion
The results of the study showed that the BRIEF-2 has good reliability, as indicated by the examination of Cronbach's alpha coefficients and internal consistency. Additionally, the confirmatory factor analysis confirmed the three-factor model of the scale and its nine components. This suggests that the three-factor structure of the BRIEF-2 is desirable and acceptable in the studied population of school-aged children with externalizing behavioral problems. This finding is in line with the research results of Parhoon et al. (2022), Parhoon et al. (2021), Anastasiadis (2023) and Jiménez & Lucas-Molina (2019).
One limitation of this study is that the statistical population was limited to primary school-aged male students with externalizing behavioral problems. Therefore, caution should be taken when generalizing the results to other groups of children. Additionally, the data used in this study was limited to participants from East Azarbaijan province. This means that the results may not be representative of other regions or populations. Besides all limitations, it is suggested that the BRIEF-2 be used as an evaluation and diagnostic tool for assessing executive functions in primary school-aged students with externalizing behavior problems.
Conclusion
The results of this study suggest that children with high levels of behavioral problems may experience more difficulties with executive functions, which can negatively impact their emotional and motivational abilities. Based on the desirable psychometric properties of the BRIEF-2 and its appropriate criterion validity, it can be used as a tool to evaluate the executive functions of primary school-aged students with externalizing behavior problems.
Acknowledgments
The researchers express their sincere gratitude and appreciation to all the participants who contributed to the implementation of this research. Without their participation, this study would not have been possible.
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