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Abstract
This study used daily diary methodology to examine the association between executive functions and daily mood, as mediated by daily coping, among low-income Latino adolescents. Fifty-eight middle school students (53% male, = 13.31 years, 95% Latino) completed baseline measures assessing demographic characteristics and executive functions (working memory, inhibition, shifting). They subsequently completed seven consecutive daily diaries assessing daily coping (engagement, disengagement) and mood (positive, negative). Results revealed two significant mediation models: daily disengagement coping partially mediated the association between working memory and daily negative mood; daily disengagement coping partially mediated the association between inhibition and daily negative mood. Mediation models including shifting and engagement coping were not significant. Findings suggest that adolescents with poorer working memory and poorer inhibition may rely on maladaptive coping strategies, which can impact mood. Clinical implications and recommendations for future research are discussed.
Keywords coping, cognitive development, critical thinking, reasoning, affect, emotions, mood Hispanic, Latino, low income
References
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Author Biographies
Jaclyn Lennon Papadakis, MA, is a doctoral student in the clinical psychology program at Loyola University Chicago, pursuing subspecialty training in child clinical psychology. She received her bachelor’s degree from Loyola University Chicago in 2010, and her master’s degree in clinical psychology from Loyola University Chicago in 2015. Her research interests include child and adolescent mental health and individual and family adjustment to pediatric chronic illness, particularly among families of low socioeconomic status.
Anne K. Fuller, MA, is a doctoral student in the Loyola University Chicago clinical psychology program, specializing in children and families. She received her bachelor’s degree from Brown University in 2011 and her master’s degree in clinical psychology from Loyola University Chicago in 2014. Her research interests include relational and family influences on child and adolescent mental health, particularly among youth exposed to trauma.
Stephanie K. Brewer, MA, is a doctoral student in clinical psychology at Loyola University Chicago pursuing a subspecialization in child clinical psychology. She received her BA in psychology and Spanish from Washington University in St. Louis in 2010 and her MA in clinical psychology from Loyola University Chicago in 2015. Her research interests include understanding how family processes affect children’s mental health, especially for low-income and ethnic minority children.
Rebecca L. Silton, PhD, is an assistant professor in clinical psychology at Loyola University Chicago. She studies the neural correlates of affect and cognition in mood and anxiety disorders. She received her BA degree from Macalester College and her PhD in clinical/community psychology at the University of Illinois at Urbana Champaign. She completed her clinical internship at the University of Washington School of Medicine, and her postdoctoral fellowship training was completed at Seattle Children’s Hospital in pediatric neuropsychology.
Catherine DeCarlo Santiago, PhD, is an assistant professor in clinical psychology at Loyola University Chicago. She studies how children and families respond to stress and trauma as well as evaluates interventions designed to improve functioning and promote resilience. She received her BA degree from University of Notre Dame, a master’s degree in child clinical psychology from University of Denver and a PhD in clinical psychology from University of Denver. She completed her clinical internship and postdoctoral fellowship at the University of California, Los Angeles, Semel Institute for Neuroscience and Human Behavior within the Department of Psychiatry.
