The Effects of Parenting Behaviors on Preschoolers' Executive Function

The purpose of this study was to examine successful adaptation of first graders to elementary school by analyzing the relationships among fathers' emotional valuation of children and parenting behaviors and children's school readiness and executive function, and to identify gender differences in the pathways. Methods: Data were drawn from waves 6-8 of the Panel Study of Korean Children (PSKC). Participants were 987 fathers and their children. Data were analyzed using structural equation modeling and multiple group analysis with SPSS 22.0 and AMOS 21.0. Results: First, fathers' emotional valuation of children had a significant effect on both warm and controlled parenting behaviors, and parenting behaviors completely mediated the effects between fathers' emotional valuation and children's school readiness and executive function. Furthermore, the results of multiple group analysis revealed that some path weights appeared differently by gender. For boys, fathers' emotional valuation had a significant effect on children's school readiness through warm parenting behaviors; however, there was no effect on executive function. For girls, emotional valuation completely mediated the effects of children's school readiness and executive function through both parenting behaviors. Conclusion: The implications of these findings provide specific, basic information for parent education and instruction regarding the perception and performance of the father's role emphasizing its the importance in the family.

“…A. Lee et al, 2017;H. S. Park, 2012), (Hwang & Song, 2013;Y.-J. Lee, Kong, & Lim, 2014;Schroeder & Kelly, 2009).…”

Section: 실행기능unclassified

The Effects of Fathers’ Emotional Valuation of Children and Parenting Behaviors on Children’s School Readiness and Executive Function

박¹,

이²,

정³

et al. 2018

“…For comparison, the results from five mediation analyses were combined into one figure. Moon and Shin 26 (Bernier et al, 2010;Kong & Lim, 2012b;Y.-J. Lee et al, 2014;Matte-Gagné & Bernier, 2011) .…”

Section: 매개효과 분석mentioning

confidence: 99%

“…Lee, Kong, & Lim, 2014;Rhoades, Greenberg, Lanza, & Blair, 2011). (Hammond, Müller, Carpendale, Bibok, & Liebermann-Finestone, 2012;Hughes & Ensor, 2009), (Clark et al, 2013;Mezzacappa, Buckner, & Earls, 2011), , Kong & Lim, 2012b;Y.-J. Lee et al, 2014;Rhoades et al, 2011;Yoo & Kim, 2017) .…”

mentioning

confidence: 99%

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The Effects of Maternal Autonomy Support on Preschoolers’ Emotional and Social Competence: The Mediating Effect of Preschoolers’ Executive Function

문¹,

신²

2017

Objective: The purpose of this study was to examine the relationships among maternal autonomy support, preschoolers' executive function, and preschoolers' emotional and social competence. In addition, the mediating role of preschoolers' executive function between maternal autonomy support and preschoolers' emotional and social competence was investigated. Methods: A total of 245 preschoolers (130 boys and 115 girls) and their mothers participated in this study. Data were collected through maternal reports. Results: First, maternal autonomy support was significantly related to preschoolers' emotional and social competence. Second, maternal autonomy support was significantly related to preschoolers' executive function. Third, preschoolers' executive function was significantly related to emotional and social competence. Fourth, preschoolers' executive function partially mediated the relationship between maternal autonomy support and preschoolers' emotional and social competence. Conclusion: These results highlight the importance of executive function in attaining emotional and social competence during the preschool period.

“…(Toplak, West, & Stanovich, 2013), (Gioia, Isquith, Guy, & Kenworthy, 2000;Isquith, Gioia, & Espy, 2004) (Y.-J. Lee, Kong, & Lim, 2014;Seo & Park, 2011).…”

mentioning

confidence: 99%

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

장¹,

신²

2018

The main purposes of this study were to examine the effects of maternal parenting behavior on preschoolers' theory of mind and to explore the role of executive function in the process. Methods: A total of 403 preschoolers between the ages of 3 and 5 years and their mothers participated in this study. Mothers responded to a questionnaire that included items from Parenting Behavior Scale, Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Children's Social Understanding Scale (CSUS). Results: Results indicated that maternal parenting behavior did not have a direct effect on preschoolers' theory of mind. In contrast, the indirect effect of maternal parenting behavior on preschoolers' theory of mind through executive function was significant. In other words, positive parenting behavior led to higher levels of executive function, and as the level of preschooler's executive function was higher, the preschoolers showed higher levels of theory of mind. Conclusion: The findings indicate that in addition to laboratory assessments of performance of executive function and theory of mind, parent-report measures may be useful as an additional source of information about individual differences in executive function and theory of mind. The relations between executive function and theory of mind during the preschool period and their developmental origins are highlighted in the discussion.