Impact of Parenting and Executive Function on Social-Emotional Competence in Children
Author Information
Author(s): Boise Courtney, Knoche Lisa L.
Primary Institution: University of North Florida
Hypothesis
Parenting behaviors will predict children's executive function and social-emotional skills, and executive function will mediate the relationship between parenting and social-emotional development.
Conclusion
Higher levels of parental conflict predicted poorer executive function and social-emotional competence in children over time.
Supporting Evidence
- Children with low social-emotional skills in preschool are at risk of lower academic achievement.
- Parenting behaviors such as conflict can disrupt optimal child functioning.
- Executive function is foundational for children's school readiness.
Takeaway
Parents who argue more with their kids can make it harder for their kids to do well in school and get along with others.
Methodology
The study used observational assessments of parenting behaviors and children's social-emotional skills, along with teacher-reported measures of executive function.
Potential Biases
Potential bias due to reliance on teacher reports for executive function and observational measures for parenting behaviors.
Limitations
The study relied on a single measure of executive function and did not explore other contextual factors like parental stress.
Participant Demographics
Participants included 267 parents (87.2% maternal caregivers) and their children enrolled in publicly funded preschools, primarily from low-income backgrounds.
Statistical Information
P-Value
p<0.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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