Middle schoolers with or at risk for emotional and behavioral disorders (EBD) typically have a trajectory of difficult outcomes (e.g., school dropout, incarceration). Growing evidence suggests that the continuum of behavioral competence to challenges is closely linked to students’ neurocognitive executive function (EF) capacities, perceived stress (e.g., peers, school), and ability to navigate stressful situations; yet research with students with or at risk for EBD in middle school and from racially/ethnically under-represented backgrounds is limited. With 118 middle schoolers from a predominantly Hispanic/Latinx school district, we found (a) EF group differences among students with or at risk for EBD compared with peers without significant behaviors and (b) perceived stress and stress-regulation skills were uniquely associated with students’ internalizing and externalizing behaviors. We discuss research and practice implications.

中文翻译：

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感知压力、执行功能和压力调节：对中学生情绪和行为健康的影响


患有情绪和行为障碍 (EBD) 或存在情绪和行为障碍 (EBD) 风险的中学生通常会经历困难的后果（例如辍学、监禁）。越来越多的证据表明，应对挑战的行为能力的连续性与学生的神经认知执行功能（EF）能力、感知压力（例如同龄人、学校）以及应对压力情况的能力密切相关；然而，针对中学中患有 EBD 或有 EBD 风险的学生以及来自种族/民族代表性不足背景的学生的研究有限。针对来自主要西班牙裔/拉丁裔学区的 118 名中学生，我们发现 (a) 患有 EBD 或有 EBD 风险的学生与没有明显行为的同龄人相比，EF 组存在差异；(b) 感知压力和压力调节技能与学生的内化行为和外化行为。我们讨论研究和实践的影响。