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Back to school: Teachers' initial perceptions of students' executive function behaviors are important for teacher–student relationships and executive function development.

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Title: Back to school: Teachers' initial perceptions of students' executive function behaviors are important for teacher–student relationships and executive function development.
Authors: Finch, Jenna E. (AUTHOR), Garcia, Elisa B. (AUTHOR), Obradović, Jelena (AUTHOR)
Source: Applied Developmental Science. 2026, Vol. 30 Issue 3, p254-274. 21p.
Subjects: Executive function, Teacher-student relationships, Socioeconomic status, Psychology of students, Attention, Emotion regulation, Teacher attitudes, Elementary schools
Abstract: The transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, Mage = 9.85 years). Results showed that teachers' initial perceptions of students' executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers' initial perceptions of students' EF behaviors were associated with children's performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children's self-regulation skills during the school year. [ABSTRACT FROM AUTHOR]
Copyright of Applied Developmental Science is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Back to school: Teachers' initial perceptions of students' executive function behaviors are important for teacher–student relationships and executive function development.
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  Data: <searchLink fieldCode="AR" term="%22Finch%2C+Jenna+E%2E%22">Finch, Jenna E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Garcia%2C+Elisa+B%2E%22">Garcia, Elisa B.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Obradović%2C+Jelena%22">Obradović, Jelena</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Applied+Developmental+Science%22">Applied Developmental Science</searchLink>. 2026, Vol. 30 Issue 3, p254-274. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink>
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  Label: Abstract
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  Data: The transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, Mage = 9.85 years). Results showed that teachers' initial perceptions of students' executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers' initial perceptions of students' EF behaviors were associated with children's performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children's self-regulation skills during the school year. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Applied Developmental Science is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10888691.2024.2418090
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 254
    Subjects:
      – SubjectFull: Executive function
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Socioeconomic status
        Type: general
      – SubjectFull: Psychology of students
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Emotion regulation
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Elementary schools
        Type: general
    Titles:
      – TitleFull: Back to school: Teachers' initial perceptions of students' executive function behaviors are important for teacher–student relationships and executive function development.
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            NameFull: Finch, Jenna E.
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          Name:
            NameFull: Garcia, Elisa B.
      – PersonEntity:
          Name:
            NameFull: Obradović, Jelena
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          Dates:
            – D: 01
              M: 07
              Text: 2026
              Type: published
              Y: 2026
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              Value: 30
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            – TitleFull: Applied Developmental Science
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