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Disentangling Trait and State Effects: Bayesian RI-CLPMs Reveals that Higher Anxiety is Longitudinally Linked with Stronger Adolescent Everyday Executive Functioning

Lind, Jacob LU (2025) PSYP01 20251
Department of Psychology
Abstract
Research suggests maturing adolescents’ development of Internalizing Problems
like Anxiety and Depression, might be due to impaired Executive Functions.
However, most knowledge on the topic is non-causal, within clinical context and
predominantly focused on Executive Functions assessed with performance tasks
and not everyday Executive Problems assessed using questionnaires. Therefore,
we conducted several Bayesian, Random Intercept Cross-lagged Panel Models,
disentangling state- from trait-variance, to investigate the development and
potential causal associations between self-reported Internalizing Problems,
Anxiety and Depression using a Swedish RCADS-25; and problems with
Executive Functions using the Swedish BRIEF2. In... (More)
Research suggests maturing adolescents’ development of Internalizing Problems
like Anxiety and Depression, might be due to impaired Executive Functions.
However, most knowledge on the topic is non-causal, within clinical context and
predominantly focused on Executive Functions assessed with performance tasks
and not everyday Executive Problems assessed using questionnaires. Therefore,
we conducted several Bayesian, Random Intercept Cross-lagged Panel Models,
disentangling state- from trait-variance, to investigate the development and
potential causal associations between self-reported Internalizing Problems,
Anxiety and Depression using a Swedish RCADS-25; and problems with
Executive Functions using the Swedish BRIEF2. In our study using a
longitudinal sample of 268 (50% girls and 50% boys) Swedish high school
students, across 7th-, 8th- and 9th-grade, we found: Increased 8th-grade Anxiety
predicted less 9th-grade Emotional Regulation problems: β= -.28(.10), CI= [
0.47, -0.06]. Increased Anxiety in 7th predicted less Cognitive Regulation
problems in 8th grade: β= -.32(.11), CI= [-0.52, -0.10]; and increased Anxiety in
8th grade predicted less Cognitive Regulation problems in 9th grade: β= -.31(.09),
CI= [-0.48, -0.12]. Our findings may reflect a healthy Swedish school
environment, where adolescents’ initial high levels of Anxiety are noticed by for
example teachers and then through transactional effects, interventions also
reduce problems in EFs; suggesting interventions should prioritize targeting
Internalizing Problems. (Less)
Please use this url to cite or link to this publication:
author
Lind, Jacob LU
supervisor
organization
course
PSYP01 20251
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Adolescents, Development, Executive Functions, Internalizing Problems, Bayesian Random Intercept Cross-lagged Panel Model
language
English
id
9212425
date added to LUP
2025-09-22 16:14:22
date last changed
2025-09-22 16:14:22
@misc{9212425,
  abstract     = {{Research suggests maturing adolescents’ development of Internalizing Problems 
like Anxiety and Depression, might be due to impaired Executive Functions. 
However, most knowledge on the topic is non-causal, within clinical context and 
predominantly focused on Executive Functions assessed with performance tasks 
and not everyday Executive Problems assessed using questionnaires. Therefore, 
we conducted several Bayesian, Random Intercept Cross-lagged Panel Models, 
disentangling state- from trait-variance, to investigate the development and 
potential causal associations between self-reported Internalizing Problems, 
Anxiety and Depression using a Swedish RCADS-25; and problems with 
Executive Functions using the Swedish BRIEF2. In our study using a 
longitudinal sample of 268 (50% girls and 50% boys) Swedish high school 
students, across 7th-, 8th- and 9th-grade, we found: Increased 8th-grade Anxiety 
predicted less 9th-grade Emotional Regulation problems: β= -.28(.10), CI= [
0.47, -0.06]. Increased Anxiety in 7th predicted less Cognitive Regulation 
problems in 8th grade: β= -.32(.11), CI= [-0.52, -0.10]; and increased Anxiety in 
8th grade predicted less Cognitive Regulation problems in 9th grade: β= -.31(.09), 
CI= [-0.48, -0.12]. Our findings may reflect a healthy Swedish school 
environment, where adolescents’ initial high levels of Anxiety are noticed by for 
example teachers and then through transactional effects, interventions also 
reduce problems in EFs; suggesting interventions should prioritize targeting 
Internalizing Problems.}},
  author       = {{Lind, Jacob}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Disentangling Trait and State Effects: Bayesian RI-CLPMs Reveals that Higher Anxiety is Longitudinally Linked with Stronger Adolescent Everyday Executive Functioning}},
  year         = {{2025}},
}