Executive Functioning in Adolescence: Relation to Bilingualism and Externalizing Behaviors
MetadataShow full item record
The purpose of this study is three-fold. First, it investigated the evidence of a three-factor model of executive functioning (EF), which includes inhibition, shift, and working memory, using ratings on the Behavior Rating Inventory of Executive Functioning and the Comprehensive Executive Functioning Inventory. Additionally, it compared monolingual and bilingual adolescents on EF measures used in the three-factor model. Lastly, it examined the relationship between EF and externalizing behavior, as well as the relationship between EF and personal adjustment. A sample of 9 bilingual adolescents and 11 monolingual adolescents, ages 12-17, were included in the study. The bilingual adolescents varied in language use and exposure. Evidence of a three-factor model was evident in adolescent self-reports, however in parent reports only two factors were evident (inhibition and working memory). Multiple Analysis of Variance tests determined no significant differences between groups (p>.05) on any of inhibition, working memory, and shift measures. Alternatively, multiple regression analyses found significant relationships between parent reported externalizing behavior and parent rated inhibition (p= .04), adolescent rated inhibition (p<.01), and adolescent rated working memory (p<.01). Furthermore, self-reported personal adjustment was significantly related to self-reported shift (p<.01). Although this study does not provide evidence that bilingual and monolingual adolescents differ in EF, it did provide evidence for a relationship between EF and behavior for monolingual and bilingual adolescents.
Drake, Amanda (2016). Executive Functioning in Adolescence: Relation to Bilingualism and Externalizing Behaviors. Doctoral dissertation, Texas A & M University. Available electronically from