Abstract
This study examines the relationship between executive functions (EFs) and self-concept (SC) in children referred for neuropsychological group rehabilitation due to EF deficits, compared with typically developing (TD) children. EFs and SC are vital for academic performance and social interactions, yet the link between them in clinical populations remains underexplored. The study involved 42 children aged 7–13 with confirmed EF deficits and 104 TD children. EF was assessed using the Behavior Rating Inventory of Executive Functioning (BRIEF), while SC was measured with the Piers-Harris Self-Concept Scale for Children (P-H2). Statistical analyses, including Mann–Whitney tests, Spearman correlations and hierarchical regression, were conducted to explore group differences and associations between EF and SC. Results indicated that children referred for EF intervention exhibited significantly lower SC across all domains compared with TD peers. Despite EF difficulties generally correlating with negative SC, significant associations were primarily observed in TD children, particularly in metacognition-related domains. Gender and age influenced SC, with girls showing more positive SC than boys, and older children experiencing more SC challenges. Learning support levels also impacted SC, with intensified support linked to more negative SC. In conclusion, EF deficits are associated with negative SC in school-aged children, with a more pronounced relationship in TD children than those referred for intervention. The study highlights the importance of considering individual variation in SC among children with EF challenges and suggests that future research should explore developmental trajectories and mediators between EF and SC, emphasizing tailored interventions to enhance positive SC in clinical populations.