The Impact of Educational Neglect and Abuse in the Executive Functions of Second Year Primary School Students in Urmia City

Document Type : Research Paper

Authors

1 M.A Student, Department of Psychology, Urmia Branch, Islamic Azad University, Urmia, Iran.

2 Associate Professor, Department of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran.

Abstract

The current research was conducted with the aim of the impact of educational ‎misconduct and neglect in the executive functions of second year elementary school ‎students in Urmia city. This research is descriptive of the type of correlation studies. ‎The statistical population of the students of the second year of elementary school in ‎Urmia city in the academic year of 2021-2022, whose number is 14326 according to ‎the report of the Department of Education, which was selected from this population ‎using Morgan's table and cluster random sampling method. 374 people were selected ‎and participated in the study. To collect data, Coolidge's Neuropsychological and ‎Personality Questionnaire (2000) and Educational Misbehavior and Negligence ‎Questionnaire (2008) were used. The data were analyzed using Pearson's correlation ‎and multivariate regression analysis simultaneously. The results of the research ‎showed that there is a positive and significant relationship between educational ‎misconduct and neglect with executive functions and organizational, decision-‎making-planning and prevention components. With the increase in educational ‎misconduct and neglect, the degree of weakness in executive functions and ‎components of organization, decision-making-planning and inhibition increases. ‎Also, the results of the regression analysis showed that the variables of educational ‎misconduct and neglect are able to meaningfully predict changes in executive ‎functions and components of organization, decision-making-planning and inhibition. ‎Therefore, the variables of educational misconduct and neglect play an important ‎role in students' executive functions.‎

Keywords

Main Subjects

References

امینیایی، فرشته؛ موسوی نسب، سید محمد حسین (1393). مقایسه کارکردهای اجرایی دانش آموزان دارای اختلال خواندن آموزان عادی. فصلنامه تازهای های علوم شناختی، 16(3): 53- 60.
بگیان کوله مرز، محمد جواد؛ کرمی، جهانگیر؛ مومنی، خدامراد؛ الهی، عادله. (1397). بررسی نقش توانایی‌های شناختی و دشواری‌های تنظیم هیجانی در پیش‌بینی عضویت گروه افراد اقدام کنندگان به خودکشی و افراد بهنجار. مجله علوم پزشکی زانکو، 19(63)، 42-58.
خدابخشی، مهدی؛ ملک پور، مختار؛ عابدی، احمد. (1394). تأثیر آموزش مبتنی بر نظریه ذهن بر عملکرد ذهن‎خوانی و کارکردهای اجرایی در کودکان مبتلا به اختلال‎های طیف اوتیسم . مجله روانپزشکی و روانشناسی بالینی ایران، 21(2)، 155-166.
حسینی، کتایون؛ سلیمانی، اسماعیل. (1398). نقش تمیزی ترومای کودکی و تحریف‌های شناختی در تبیین علایم بالینی اختلال وسواسی-جبری. مجله اندیشه و رفتار، 14(54)، 17-26.
حسینخانی، زهرا؛ نجات، سحرناز؛ مجدزاده، رضا؛ مهرام، منوچهر. (1392). افلاطونی علی. طراحی پرسشنامه کودک آزاری در ایران. مجله دانشکده بهداشت و انستیتو تحقیقات بهداشتی، 11(3)، 29-38.
نوع­پرور­قره باغ، طاره؛ و زینالی، علی. (1398). ساخت و بررسی روایی پرسشنامه سوءرفتار و غفلت آموزشی (فرم دانش­آموز). فصلنامه سلامت روان کودک، 6(1)، 212-22.
Agathanos H. (1997). The prediction of child maltreement in Greek families. Childabus & Neglect, 21(8), 721-73
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Baggetta, P., Alexander, PA. (2016). Conceptualization and operationalization of executive function. Mind Brain Education, 10, 10 –33.
Balkaran, S. (2015). Impact of child abuse education on parent’s self-efficacy: An experimental study [Ph.D. Thesis]. [Minnesota, USA]: College of Social and Behavioral Sciences, Walden University, pp: 3-7.
Cannon, E.A., Bonomi, A.E., Anderson, M.L., Rivara, F.P., Thompson, R. S. (2010). Adult health and relationship outcomes among women with abuse experiences during childhood. Violence and Victims, 25(3), 291– 305.
Chapple, C.L., Vaske, J. (2010). Child neglect, social context, and educational outcomes: Examining the moderating effects of school and neighborhood context. Violence and Victims, 25(4), 470-485
Clair-Thompson HL, Gathercole SE.(2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4),745-59.
Corbett, B. A., Constantine, L. J., Hendren, R., Rocke, D., & Ozonoff, S. (2009). Examining executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development. Psychiatry Research, 166 (1), 210-222.
Dawson, P., Guare, B. (2009). An ecological validity study of executive function measures in children with and without attention deficit hyperactivity disorder. Research in Developmental Disabilities, 34, 237-248.
Dawson, p. G., R. (2018). Executive skills in children and adolescents: A Practical guide to assessment and intervention. New York: Guilford publications.
Dube, S.R., McGiboney, G.W. (2018). Education and learning in the context of childhood abuse, neglect and related stressor: The nexus of health and education. Child Abuse & Neglect, 75, 1-5.
Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research project. UK:Sage.
Giancola, P. R. (2007). The underlying role of aggressivity the relation between executive functioning and alcohol consumption. Addictive Behaviors, 32, 765- 783
Johnson, D.,  Policelli, J., Li, M., Dharamsi, A., Hu, Q., Sheridan,M. A., McLaughlin, K. A. Wade, M. (2021). Associations of early-life threat and deprivation with executive functioning in childhood and adolescence a systematic review and meta-analysis. JAMA Pediatrics, 1; 175(11):e212511.
Kelly, P. (2010). Where are the children? Educational neglect across the fifty states. The Researcher, 23(1), 41–58.
Koolhof, R., Loeber, R., Wei, E. H., Pardini. D & D’escury, A. C. (2007). Inhibition defi cits of serious delinquent boys of low intelligence. Criminal Behavior and Mental Health, 17, 274–292.
Kristin, S., Lachman, L. E., The Effects of Lifetime Trauma Exposure on Cognitive Functioning in Midlife. Journal Trauma Stress, 33(5), 773-782.
Mothes, L., Kirstensen C., Grassi-Oliveira, R., Paz Fonseca, R., Argimon, I., Irigaray, T. Q. (2014). Childhood maltreatment and executive functions in adolescents. Child and Adolescent Mental Health, 20(1), 56-62.
Murdock, K.W., Oddi, K.B., Bridgett, D.J. (2013). Cognitive correlates of personality: Links between executive functioning and the big five personality traits. Journal of Individual Differences, 34(2), 97-104.
Nixon, J.W., Freeman, A.O. (2018). Guidelines for mandated reporters of child abuse and neglect. Missouri Department of Social Services, Children’s Division, 5-18
Poon, K. (2018). Hot and Cool Executive Functions in Adolescence: Development and Contributions to Important Developmental Outcomes. Frontiers in Psychology, 8(2), 11 -23.
Rowe, K., Duta, M., Demeyere, N., Wagner, R., Pettifor, A., Kahn, K., Et Al. (2020). The relationship between executive function, risky behaviour and HIV in young women from the hptn680 study in rural South Africa. Aids Care, 13(50), 1-12.
Sedlak, A.J., Mettenburg, J., Basena, M., Peta, I., McPherson, K., Green, A., et al. (2010). Fourth national incidence study of child abuse and neglect (NIS-4). Washington, DC: US Department of Health and Human Services, pp: 1-3.
Sutton, Amy M. (2008). Executive Function in the Presence of Sleep Disordered Breathing. Dissertation, Georgia State University.
Sterenberg, M. K. (2007). Myth and the modern problem: Mythic thinking in twentieth-century Britain. Northwestern University.
Stuss, D.T., Knightm, R.T., (2002). Principles of Frontal Lobe Function. 1. New York, NY: Oxford University Press.
Wingenfeld, K., Schaffrath, C., Rullkoetter, N., Mensebach, C., Schlosser, N., Beblo, T., Driessen, M., & Meyer, B.  (2011). Associations of childhood trauma, trauma in adulthood and previous-year stress with psychopathology in patients with major depression and borderline personality disorder. Child Abuse & Neglect: The International Journal, 35 (8), 647–654.
Zelazo, P. D. (2018). Abstracting and aligning essential features of cognitive development. Human Development , 61(1), 43-48.
Journal of Modern Psychological Researches
Volume 18, Issue 71 - Serial Number 71
October 2023
Pages 189-196

Files

History

  • Receive Date: 07 January 2023
  • Revise Date: 20 January 2023
  • Accept Date: 28 January 2023

Share

How to cite

Statistics