Previous studies show that stress negatively affects executive functions (He & Yin, 2016; Finegood et al., 2017). Nonetheless, most existing research relies on reports from parents or caregivers neglecting vital subjective component and the potential of executive functions as a protective factor.


This study investigates the association between subjectively perceived stress and executive functions in preschool children from different sicio-economic environments. The sample comprised 1,241 children aged 6-7 years (50.5% - boys, M = 80.6 months, SD = 4.75 months) across four regions of the Russian Federation. Executive functions were assessed using NEPSY-II subtests. Perceived stress was measured with a self-report test for children PSS-C. The socio-economic environment was defined by the family's place of residence: a large city, a town, or a rural area.


Analyses revealed significant negative associations between perceived stress and all core executive functions components, including working memory, inhibitory control, cognitive flexibility, and processing speed. Notably, children with high executive functions level reported lower perceived stress in low socio-economic settings (rural areas), suggesting a protective role of executive functions. However, in urban environments, children with high executive functions still reported elevated stress, highlighting that socio-environmental factors may override cognitive resources. This indicates that executive functions should not be considered as distinct cognitive processes. Instead, it can be seen as a system indicator of the voluntary nature of higher mental functions in the line with the cultural-historical approach (Vygotsky, 2004).


These findings underscore the reciprocal relationship between executive functions and perceived stress in early childhood. The current study suggests that a high level of executive functions could counteract the negative effect of a low socio-economic environment on a child's stress and enhance resilience. The results highlight the importance of fostering executive functions as part of educational and preventive practices, while also addressing contextual stressors in children's everyday environments.