Executive functions and social development: Bidirectional pathways and gender differences from kindergarten to preadolescence

Socio-emotional functioning and executive functions (EFs) are interrelated and fundamental to children's development. Yet, the nature and direction of their links across childhood remain unclear. This study examined the bidirectional links between EFs (inhibitory control, working memory, cognitive flexibility) and socio-emotional functioning (prosocial behavior, externalizing, and internalizing problems) from kindergarten to Grades 4–6. Participants were 225 Arab and Jewish children (109 girls) assessed at 2 time points. Results showed that (a) distinct EF components were concurrently linked to lower levels of externalizing and internalizing problems, (b) cognitive flexibility was positively linked to prosocial behavior in kindergarten, (c) early externalizing problems predicted lower inhibitory control, and (d) gender moderated specific concurrent and longitudinal pathways involving cognitive flexibility. These links showed modest to moderate effect sizes. Theoretical and practical implications are discussed.