International Journal of Psychology and Psychological Therapy

Volume 12 Num. 3 - October 2012


Using Structural Equation Models to Understand the Relationship between Reflexivity-Impulsivity and Executive Functions in School-Age Children

Volume 12 Num. 3 - October 2012 - Pages 427-440


Vanessa Ar?n Filippetti , Mar?a Cristina Richaud de Minzi


This study examined the relationship between Reflectivity-Impulsivity (RI) cognitive style and Executive Functions (EF) in 8 to 12 year-old school-age children. Besides, the relationships between these constructs and attention were analyzed to study possible mediator variables. The Matching Familiar Figures Test-20 (MFFT-20) to measure R-I style, the d2 test to measure attention, and neuropsychological ?prefrontal? tasks to tap different domains of EF were administered. Results showed significant associations between R-I and executive functions. Confirmatory Factor Analysis (CFA) demonstrated a two-factor solution for the relationship between R-I an EF and support the notion that R-I and EF are differing but associated constructs. Moreover, Structural Equation Modeling (SEM) showed that R-I had effects on attention and direct and indirect effects on EF through child attentional strategies. This result suggests the interpretation that a high degree of impulsivity impairs performance on EF and highlights the importance of enhancing reflective disposition in school settings.

Key words:

reflection-impulsivity, executive functions, attention, child neuropsychology

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