Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function

Hatakeyama, Yoshiko; Fujino, Haruo; Yamamoto, Tomoka; Ishii, Atsuko; Okuno, Hiroko

doi:https://doi.org/10.1002/pits.23129

Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function

Hatakeyama, Yoshiko; Fujino, Haruo; Yamamoto, Tomoka et al.

Psychology in the Schools, 2024, 61(4), 1630-1645

Number of Access:809（2025-11-04 20:26 Counts）

Identifier to cite or link to this item: https://hdl.handle.net/11094/94701

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Title	Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function
Creator	CreatorName Hatakeyama, Yoshiko
	NRID 1000020707343 1000020707343 ORCID 0000-0002-8889-1199 0000-0002-8889-1199 researchmap permalink haruofujino haruofujino Scopus Author ID 56065490900 56065490900 CreatorName Fujino, Haruo
	NRID 1000030581558 1000030581558 researchmap permalink tomokayamamoto tomokayamamoto Scopus Author ID 55561973800 55561973800 ORCID 0000-0001-9809-3804 0000-0001-9809-3804 CreatorName Yamamoto, Tomoka
	NRID 1000010911266 1000010911266 ORCID 0000-0001-5346-6881 0000-0001-5346-6881 researchmap permalink atsukoishii atsukoishii Scopus Author ID 57216683967 57216683967 CreatorName Ishii, Atsuko
	NRID 1000040586377 1000040586377 CreatorName Okuno, Hiroko
Subject	children
	elementary school
	executive function
	problem solving
	school intervention
Description	This is the peer reviewed version of the following article: Hatakeyama Y., Fujino H., Yamamoto T., et al. Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function. Psychology in the Schools 61, 1630 (2024), which has been published in final form at https://doi.org/10.1002/pits.23129. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Abstract	Social problem-solving (SPS) skills represent an individual's ability to effectively solve daily problems. Although previous studies have demonstrated the positive effects of SPS interventions, there is still a lack of evidence on the relevant moderating factors. Therefore, this study investigated the impact of an SPS intervention on a sample of elementary school children, by focusing on the potential moderating effects of executive function. The participants included a total of 101 fifth graders (mean age of 10.6 years), who were divided into two groups for an immediate intervention (treatment) and delayed intervention (control). The following three aspects were measured pre- and postintervention: SPS skills, emotional regulation, and school adjustment. Preintervention, we measured two aspects of executive function using the Cambridge Neuropsychological Test Automated Battery, including working memory and inhibition. Following the intervention, the participants increasingly generated alternative solutions, which may have contributed to better adaptive functioning and solutions. However, we also observed some negative impacts on participants with lower executive functioning, including deteriorating effects on emotional regulation (problem solving) and life satisfaction. These findings emphasize the need to pay close attention to the individual profiles of the recipients to design more effective interventions.
Publisher	John Wiley and Sons Inc
Source Title	Psychology in the Schools
Volume (Issue)	61(4)
Page	1630-1645
Date of Issued	2024-04-01
Language	English
Handle URL	https://hdl.handle.net/11094/94701
PISSN	00333085
eISSN	15206807
Relation.isVersionOf	DOI (Publisher Version) https://doi.org/10.1002/pits.23129
Access Rights	open access
CopyRight	© 2024 Wiley Periodicals LLC.
oaire:version	Accepted Manuscript
Category	学術雑誌論文 Journal Article

Resource Type	journal article
Local Type	Journal Article
DCMI Type	Text
DCTERMS.bibliographicCitation	Psychology in the Schools. 2024, 61(4), p. 1630-1645
DC.title	Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function
DC.creator	Hatakeyama, Yoshiko
	Fujino, Haruo
	Yamamoto, Tomoka
	Ishii, Atsuko
	Okuno, Hiroko
DC.publisher	John Wiley and Sons Inc
DC.language' scheme='DCTERMS.RFC1766	English
DC.type' scheme='DCTERMS.DCMIType	Text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2024-04-01
DC.identifier	https://doi.org/10.1002/pits.23129
DC.subject	children
	elementary school
	executive function
	problem solving
	school intervention
DC.description	This is the peer reviewed version of the following article: Hatakeyama Y., Fujino H., Yamamoto T., et al. Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function. Psychology in the Schools 61, 1630 (2024), which has been published in final form at https://doi.org/10.1002/pits.23129. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
DCTERMS.abstract	Social problem-solving (SPS) skills represent an individual's ability to effectively solve daily problems. Although previous studies have demonstrated the positive effects of SPS interventions, there is still a lack of evidence on the relevant moderating factors. Therefore, this study investigated the impact of an SPS intervention on a sample of elementary school children, by focusing on the potential moderating effects of executive function. The participants included a total of 101 fifth graders (mean age of 10.6 years), who were divided into two groups for an immediate intervention (treatment) and delayed intervention (control). The following three aspects were measured pre- and postintervention: SPS skills, emotional regulation, and school adjustment. Preintervention, we measured two aspects of executive function using the Cambridge Neuropsychological Test Automated Battery, including working memory and inhibition. Following the intervention, the participants increasingly generated alternative solutions, which may have contributed to better adaptive functioning and solutions. However, we also observed some negative impacts on participants with lower executive functioning, including deteriorating effects on emotional regulation (problem solving) and life satisfaction. These findings emphasize the need to pay close attention to the individual profiles of the recipients to design more effective interventions.
DC.rights	© 2024 Wiley Periodicals LLC.
DC.format	94701
citation_title	Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function
citation_author	Hatakeyama, Yoshiko
	Fujino, Haruo
	Yamamoto, Tomoka
	Ishii, Atsuko
	Okuno, Hiroko
citation_publisher	John Wiley and Sons Inc
citation_language	English
citation_date	2024-04-01
citation_journal_title	Psychology in the Schools
citation_volume	61
citation_issue	4
citation_firstpage	1630
citation_lastpage	1645
citation_doi	https://doi.org/10.1002/pits.23129
citation_public_url	https://hdl.handle.net/11094/94701

Effects of classroom-based social problem-solving training on elementary school children: Investigating the moderating role of executive function

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