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The overlooked role of internalizing symptoms in adolescent executive function: Insights from self- and teacher ratings

Daukantaité, Daiva LU ; Klarin, Johan LU ; Ilahi, Frida LU ; Hoff, Eva LU and Tallberg, Pia LU (2026) In Journal of School Psychology
Abstract
This study examined how self- and teacher-rated executive functioning (EF), measured with the Behavior Rating Inventory of Executive Function – Second Edition, differed between adolescents with and without self-reported neurodevelopmental disorders (NDDs; e.g., autism), across levels of internalizing symptoms, and how EF, NDDs, and internalizing symptoms related to academic achievement. Analyses included gender as a factor or were conducted separately for boys and girls. Participants were two Swedish cohorts: a younger group (N = 393, Mage = 14; 45.8% girls) and an older group (N = 359, Mage = 17; 66.6% girls). Adolescents with self-reported NDDs showed greater EF difficulties—particularly in the younger cohort—based on both self (p ≤... (More)
This study examined how self- and teacher-rated executive functioning (EF), measured with the Behavior Rating Inventory of Executive Function – Second Edition, differed between adolescents with and without self-reported neurodevelopmental disorders (NDDs; e.g., autism), across levels of internalizing symptoms, and how EF, NDDs, and internalizing symptoms related to academic achievement. Analyses included gender as a factor or were conducted separately for boys and girls. Participants were two Swedish cohorts: a younger group (N = 393, Mage = 14; 45.8% girls) and an older group (N = 359, Mage = 17; 66.6% girls). Adolescents with self-reported NDDs showed greater EF difficulties—particularly in the younger cohort—based on both self (p ≤ .003, ηp2 = 0.03–0.16) and teacher ratings (p ≤ .001, R2sp = 0.06–0.30). Self-reported EF difficulties were strongly associated with internalizing symptoms (p ≤ .006, ηp2 = 0.04–0.25), whereas teacher ratings showed minimal associations. Teacher-rated EF was the strongest predictor of academic achievement (β ≈ −0.50, p < .001 for both genders) and remained robust after controlling for NDD status and internalizing symptoms. Self-rated EF showed weaker associations, but these strengthened when internalizing symptoms were controlled. Among girls, this revealed a suppression effect, in which the EF–achievement relationship increased (β = −0.23 to −0.43, both p < .001), and internalizing symptoms also significantly predicted achievement, suggesting that emotional factors may partly mask EF-related academic challenges. These findings underscore the importance of multi-informant assessment and the consideration of emotional factors in educational contexts. (Less)
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author
; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Journal of School Psychology
article number
101552
publisher
Elsevier
ISSN
1873-3506
DOI
10.1016/j.jsp.2026.101552
language
English
LU publication?
yes
id
a56c2020-41c4-4b7c-82f0-108f4a9b6f57
date added to LUP
2026-03-27 11:04:10
date last changed
2026-04-01 19:18:30
@article{a56c2020-41c4-4b7c-82f0-108f4a9b6f57,
  abstract     = {{This study examined how self- and teacher-rated executive functioning (EF), measured with the Behavior Rating Inventory of Executive Function – Second Edition, differed between adolescents with and without self-reported neurodevelopmental disorders (NDDs; e.g., autism), across levels of internalizing symptoms, and how EF, NDDs, and internalizing symptoms related to academic achievement. Analyses included gender as a factor or were conducted separately for boys and girls. Participants were two Swedish cohorts: a younger group (N = 393, Mage = 14; 45.8% girls) and an older group (N = 359, Mage = 17; 66.6% girls). Adolescents with self-reported NDDs showed greater EF difficulties—particularly in the younger cohort—based on both self (p ≤ .003, ηp2 = 0.03–0.16) and teacher ratings (p ≤ .001, R2sp = 0.06–0.30). Self-reported EF difficulties were strongly associated with internalizing symptoms (p ≤ .006, ηp2 = 0.04–0.25), whereas teacher ratings showed minimal associations. Teacher-rated EF was the strongest predictor of academic achievement (β ≈ −0.50, p &lt; .001 for both genders) and remained robust after controlling for NDD status and internalizing symptoms. Self-rated EF showed weaker associations, but these strengthened when internalizing symptoms were controlled. Among girls, this revealed a suppression effect, in which the EF–achievement relationship increased (β = −0.23 to −0.43, both p &lt; .001), and internalizing symptoms also significantly predicted achievement, suggesting that emotional factors may partly mask EF-related academic challenges. These findings underscore the importance of multi-informant assessment and the consideration of emotional factors in educational contexts.}},
  author       = {{Daukantaité, Daiva and Klarin, Johan and Ilahi, Frida and Hoff, Eva and Tallberg, Pia}},
  issn         = {{1873-3506}},
  language     = {{eng}},
  month        = {{03}},
  publisher    = {{Elsevier}},
  series       = {{Journal of School Psychology}},
  title        = {{The overlooked role of internalizing symptoms in adolescent executive function: Insights from self- and teacher ratings}},
  url          = {{http://dx.doi.org/10.1016/j.jsp.2026.101552}},
  doi          = {{10.1016/j.jsp.2026.101552}},
  year         = {{2026}},
}