We used latent transition analysis with a panel cohort of youth to examine change in cognitive skill use and its influence on self-esteem and drug use. Skills were assessed in the 7th and 9th grades, self-esteem in the 10th grade, and drug use in the 12th grade. Three status groups emerged, including both high and low cognitive skill use, and a class employing mostly self-talk reward strategies. There was moderate stability in status; however, over time, some youth transitioned between classes. The mean levels of 10th grade self-esteem were higher in youth who consistently engaged in cognitive skills or remained moderate self-reinforcers over time. Self-esteem was protective with less drug use reported among those with higher self-esteem and more consistent cognitive skill use. These findings reinforce the importance of teaching youth a wide range of cognitive skills that boost executive functioning, especially given their prospective beneficial effects on self-esteem and drug use.
Scheier et al. (Tue,) studied this question.