Effects of Maternal Parenting Behavior and Preschoolers’ Executive Function on Preschoolers’ Theory of Mind

장, 문영; 신, 나나

doi:10.5723/kjcs.2018.39.1.103

Cited by 6 publications

(4 citation statements)

References 48 publications

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“…, (Hwang & Song, 2013;Meuwissen & Englund, 2016) . , (Cha & Kim, 2018;M. Jang & Shin, 2018;Y.-J Lee et al, 2014) .…”

Section: 집행기능 곤란mentioning

confidence: 99%

The Effects of Maternal Parenting Behavior on Children’s School Adjustment: The Mediating Effects of Children’s Media Device Addiction and Executive Function Difficulty

Kim¹,

Kim²

2020

Korean J Child Stud

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Objectives: This study examined the mediating effects of children's media device addiction and executive function difficulty in the relationship between maternal parenting behavior and children's school adjustment. Methods: The study sample was 600 elementary school third graders (308 boys, 292 girls) who had participated in the tenth wave of the Panel Study on Korean Children (PSKC). The data were analyzed using Pearson's correlations and structural equation modeling (SEM) with SPSS 21.0 and AMOS 20.0. Results: First, maternal parenting behavior had a significant direct effect on children's school adjustment. Second, maternal parenting behavior had an indirect effect on children's school adjustment through children's media device addiction and executive function difficulty. In other words, when mothers showed higher levels of positive parenting behavior, children tended to have lower levels of media device addiction and executive function difficulty, which, in turn, led to more school adjustment. Conclusion: These results add to a better understanding of the mechanism linking maternal parenting behavior to children's school adjustment and especially emphasize the importance of executive function for children's school adjustment. These findings can serve as an important contribution to future research and practices for promoting children's school adjustment.Keywords: maternal parenting behavior, media device addiction, executive function difficulty, school adjustment 1 , 2 ORCID Hyeong Yeon Kim

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“…, (Hwang & Song, 2013;Meuwissen & Englund, 2016) . , (Cha & Kim, 2018;M. Jang & Shin, 2018;Y.-J Lee et al, 2014) .…”

Section: 집행기능 곤란mentioning

confidence: 99%

The Effects of Maternal Parenting Behavior on Children’s School Adjustment: The Mediating Effects of Children’s Media Device Addiction and Executive Function Difficulty

Kim¹,

Kim²

2020

Korean J Child Stud

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“…CSUS (Carlson & Moses, 2001;Wellman & Liu, 2004) . (Astington & Baird, 2005;DeVilliers, 2007) (Blair & Razza, 2007;Carlson, Moses, & Breton, 2002), (Astington & Jenkins, 1999;Jang & Shin, 2018) . ,…”

Section: Csusmentioning

confidence: 99%

“…, (Carlson et al, 2002;Perner et al, 2002). CSUS CSUS (Jang & Shin, 2018;Nelson, 2017). , Choi, 2002), (Dunn & Brown, 1993;O Reilly & Peterson, 2014).…”

Section: Csusmentioning

confidence: 99%

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Validation of the Children’s Social Understanding Scale for Assessing Korean Preschoolers’ Theory of Mind

Yoon¹,

Shin²

2020

Korean J Child Stud

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Objectives: The main purpose of this study was to validate the Children's Social Understanding Scale (CSUS), which was developed and validated by Tahiroglu et al. (2014). Methods: A total of 530 preschoolers and their mothers participated in a series of studies designed to validate the CSUS. The mothers responded to questions related to the preschoolers' Theory of Mind (ToM), executive function, and their parenting behaviors. The preschoolers were given a series of ToM tasks and a verbal ability test. The psychometric properties of the CSUS were assessed in three studies. Results: Study 1 examined content validity of the CSUS through expert evaluation, construct validity through confirmatory factor analysis, and reliability through internal consistency and test-retest reliability coefficients. Study 2 tested convergent validity by examining the relationships between the CSUS and the ToM task scores. In Study 3, a confirmatory factor analysis was conducted to evaluate cross-validation using different samples of preschoolers. In addition, concurrent validity was confirmed by the association among the CSUS, executive function, and parenting behaviors. Conclusion: The findings of this study indicate that the CSUS is a reliable and valid measure of preschoolers' theory of mind. The CSUS can be used as a tool for estimating individual differences in preschoolers' ToM, as well as correlations with other aspects of development.

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The Psychometric Properties of the Children’s Social Understanding Scale among Atypically Developing Children and Adolescents

et al. 2022

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Effects of Maternal Parenting Behavior and Preschoolers’ Executive Function on Preschoolers’ Theory of Mind

Cited by 6 publications

References 48 publications

The Effects of Maternal Parenting Behavior on Children’s School Adjustment: The Mediating Effects of Children’s Media Device Addiction and Executive Function Difficulty

The Effects of Maternal Parenting Behavior on Children’s School Adjustment: The Mediating Effects of Children’s Media Device Addiction and Executive Function Difficulty

Validation of the Children’s Social Understanding Scale for Assessing Korean Preschoolers’ Theory of Mind

The Psychometric Properties of the Children’s Social Understanding Scale among Atypically Developing Children and Adolescents

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