Impact of Executive Function Difficulties on Children’s Depressive Withdrawal and Aggressive Behavior: Is Pragmatic Language Ability a Moderator or Mediator?

Objectives: The aim of this study is to examine the relationships between executive function difficulties, pragmatic language ability, depressive withdrawal, and aggressive behavior in third-grade elementary school children.Methods: Data from the 10th wave of the Panel Study on Korean Children (PSKC) were used. The study sample comprised 1,394 third-grade students. Multiple regression analysis was conducted using SPSS 26.0, and the PROCESS macro was employed to test mediation and moderation effects.Results: First, executive function difficulties significantly predicted both depressive withdrawal and aggressive behavior. Second, pragmatic language ability mediated the relationship between executive function difficulties and depressive withdrawal but not the relationship between executive function difficulties and aggressive behavior. Third, pragmatic language ability moderated the effects of executive function difficulties on depressive withdrawal and aggressive behavior.Conclusion: These findings highlight the importance of addressing executive function difficulties and enhancing pragmatic language skills to reduce depressive withdrawal and aggressive behaviors. Particularly, pragmatic language ability is significant in mitigating depressive withdrawal. Overall, both executive function and pragmatic language ability should be considered essential factors in preventing behavioral and emotional difficulties in children.