The Influence of Parental Skills on Children Executive Performance in the Chilean Context

Ruiz, Francisca Bernal; Ortega, Alonso; Vera, Montserrat Rodríguez

doi:10.1007/s10826-020-01827-w

Cited by 3 publications

(5 citation statements)

References 79 publications

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“…These results also agree with earlier research that indicates that parental support, the establishment of limits, and an adequate parental sensitivity and positive control are linked to a greater wm capacity, planning, inhibition, monitoring, attentional shift, and emotional control and selfregulation (Arcos & Flores, 2017). Likewise, a recent study found that protective and formative parental competences were related to a greater ef in children (Bernal-Ruiz et al, 2020). In particular, the authors found that knowledge, attitudes, and everyday parenting practices that organize the exploration and learning environment (i.e., formative competencies) predict planning, problem-solving, and executive fluency in children (Bernal Ruiz et al, 2020).…”

Section: Structural Equation Modelsmentioning

confidence: 90%

“…Likewise, a recent study found that protective and formative parental competences were related to a greater ef in children (Bernal-Ruiz et al, 2020). In particular, the authors found that knowledge, attitudes, and everyday parenting practices that organize the exploration and learning environment (i.e., formative competencies) predict planning, problem-solving, and executive fluency in children (Bernal Ruiz et al, 2020). Consistently, González (2013) found that situations of abandonment and abuse (i.e., indicators of low parental competences) could cause permanent damage to the orbitofrontal cortex, affecting the behaviors of regulation and social adjustment.…”

Section: Structural Equation Modelsmentioning

confidence: 93%

“…can cause permanent damage to the orbitofrontal cortex, impacting on regulation and social adjustment behaviors, associated with future behavioral and psychic problems. As regards particularly to the effect of parental competences on ef, some recent studies showed significant associations between most of the dimensions of parental abilities and specific domains of ef of children in the Chilean population (Bernal-Ruiz, Rodríguez-Vera, González-Campos, & Torres-Alvarez, 2018;Bernal-Ruiz, Ortega, & Rodríguez-Vera, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Parental Competences and Academic Competences in School Children: The Mediator Role of Executive Functions

Azar

Rubilar

Filippetti

2023

Rev. colomb. psicol.

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The role of parenting in the development of children’s learning constitutes, at present, part of the discussion in the psychoeducational field. Although parental competences (pc) and executive functions (ef) have been investigated by psychology and neuropsychology, their relationship with academic competences remains to be fully studied. The aim of this investigation was to analyze the effect of pc perceived by parents on behavioral ef and performance-based measures of reading and mathematical competences in children. We worked with 131 school children of both sexes, between 9 and 11 years old, and their respective parents. Multivariate Analysis of Variance (manova) and structural equation model (sem) were used. The results indicate that parental skills from the parents’ perspective have a significant effect on ef, reading, and mathematical skills. However, the best fit model indicates that efs mediate the relationship between parenting skills and reading and math skills.

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Section: Structural Equation Modelsmentioning

confidence: 90%

Section: Structural Equation Modelsmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Parental Competences and Academic Competences in School Children: The Mediator Role of Executive Functions

Azar

Rubilar

Filippetti

2023

Rev. colomb. psicol.

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“…17–20 In the scientific literature reviewed on parental educational styles, when it is based on affection and secure attachment, it promotes the development of social skills and with-it positive relationships with peers and, in turn, decreases the probability of behavioral problems. 21 However, the absence or excessive supervision and protection of children by their parents has been linked to the emergence of inappropriate behaviors at different stages of development. 18 , 22…”

Section: Introductionmentioning

confidence: 99%

Parental Educational Practices and Life Satisfaction: The Role of Positive Affect and Agreeableness in Adolescents

Rubio¹,

Ruíz²,

Ángel³

et al. 2023

PRBM

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Introduction Researchers have investigated the external elements that can condition a person’s satisfaction with life, although it has been proven that they do not explain a large part of the phenomenon. For this reason, other variables such as perceived competence, personality styles and personal autonomy are being investigated more successfully. The main objective of this paper is to study the influence of parental educational practices on adolescent life satisfaction considering the role played by adolescent’s positive affect and the agreeableness personality trait by implementing a statistical Mediation Model that explains such relationship. Methods The population sample is a total of 742 Spanish adolescents, of which 45.1% were boys and 51.5% were girls. The age ranged between 13 and 19 years (15.63, SD = 1.24). Results The results revealed that the relationship between parental educational practices and life satisfaction in adolescence was mediated by positive affect and the personality trait of agreeableness. Both variables did act as serial mediators in this relationship. On the other hand, the serial multiple mediation structural model explained 31.72% of the variability in life satisfaction for the dimension of affection and communication and promotion of autonomy, 29.70% for the psychological control dimension, 26.58% for self-disclosure and 28.21% for the humor dimension of parental educational practices. Conclusion These findings have important implications to understand the relationship between parental educational practices and the adolescent life satisfaction, indicating that different parental educational practices will have a positive or negative effect on adolescent positive affect, which will lead to increased or decreased agreeableness influencing the adolescent life satisfaction.

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“…Estas funciones se suelen definir como una familia de procesos mentales que abarca las diferentes habilidades cognitivas necesarias para comportarse de forma flexible y adaptativa frente a situaciones nuevas (Fernández et al, 2021). En otras palabras, son un conjunto de procesos mentales interrelacionados, que participan en el comportamiento flexible, dirigido a objetivos y que son necesarios para concentrarse, prestar atención, mantener organizado y regulado nuestro comportamiento y nuestras emociones, lograr metas a largo plazo y para el éxito escolar (Bernal-Ruiz et al, 2020).…”

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Memoria de trabajo y planificación como predictores de las competencias matemáticas tempranas

Ruiz¹,

Duarte²,

Jorquera³

et al. 2022

Sumapsi

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Introducción: La relación entre funciones ejecutivas y habilidades matemáticas ha sido ampliamente estudiada. Sin embargo, no existe consenso respecto de la contribución específica de la memoria de trabajo y la planificación en el desarrollo de competencias matemáticas tempranas. El objetivo de este estudio fue determinar la capacidad predictiva de estos dos dominios ejecutivos sobre las competencias matemáticas de preescolares. Método: Se implementó un diseño no experimental ex post facto, con una muestra de 104 niños/as chilenos/as. La evaluación de sus funciones ejecutivas se realizó con la tarea “inversión de números” de la Batería IV Woodcock-Muñoz para evaluar la memoria de trabajo verbal, la subprueba “Torpo, el topo torpe” del Test de Evaluación Neuropsicológica Infantil (TENI) para evaluar la memoria de trabajo visoespacial y el Test de Laberintos de Porteus para evaluar la planificación. Con el fin de evaluar las habilidades matemáticas se utilizó el Test de Evaluación Matemática Temprana Utrecht (TEMT-U), versión chilena. Se realizaron análisis descriptivos, correlaciones y modelos de regresión múltiple. Resultados: La memoria de trabajo verbal seguida por la memoria de trabajo visoespacial y la planificación fueron los mejores predictores de las competencias matemáticas de los/as niños/as. Conclusiones: Estos resultados sugieren que estas funciones ejecutivas desempeñan un papel clave en el aprendizaje de las matemáticas y aportan información específica a las/os educadoras/es para que puedan planificar sus estrategias de enseñanza en función de las demandas cognitivas que requiere cada habilidad matemática, lo que puede ser una vía potencial para promover mejores logros de aprendizaje en esta importante disciplina.

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The Influence of Parental Skills on Children Executive Performance in the Chilean Context

Cited by 3 publications

References 79 publications

Parental Competences and Academic Competences in School Children: The Mediator Role of Executive Functions

Parental Competences and Academic Competences in School Children: The Mediator Role of Executive Functions

Parental Educational Practices and Life Satisfaction: The Role of Positive Affect and Agreeableness in Adolescents

Memoria de trabajo y planificación como predictores de las competencias matemáticas tempranas

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