Abstract The main objective of the present study was to examine the direct and indirect relations between reading deficits, executive functions, and social adjustment problems in a sample of 210 adolescents. Results demonstrated significant positive correlations between reading deficits, executive function deficits, and social adjustment problems. Furthermore, the findings from two multimediation models indicated that, of three behavioral regulation deficits, inhibition, and, of five metacognitive deficits, initiate and working memory were significant mediators of the reading deficit-social adjustment problem association. We conclude that specific executive function deficits explain the association between reading deficits and social adjustment problems. Implications of the current findings are discussed along with suggestions for interventions to improve reading abilities and executive functions to make adolescents better able to adjust in their social context.

中文翻译：

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阅读缺陷、执行功能和社会适应问题：直接和中介关系

摘要 本研究的主要目的是在 210 名青少年样本中检验阅读缺陷、执行功能和社会适应问题之间的直接和间接关系。结果表明，阅读缺陷、执行功能缺陷和社会适应问题之间存在显着的正相关。此外，来自两个多媒体模型的研究结果表明，在三种行为调节缺陷中，抑制以及在五种元认知缺陷中，启动和工作记忆是阅读缺陷-社会适应问题关联的重要中介。我们得出结论，特定的执行功能缺陷解释了阅读缺陷与社会适应问题之间的关联。