Do Children's Executive Functions Account for Associations between Early Autonomy-Supportive Parenting and Achievement through High School?

Autor/inn/en	Bindman, Samantha W.; Pomerantz, Eva M.; Roisman, Glenn I.
Titel	Do Children's Executive Functions Account for Associations between Early Autonomy-Supportive Parenting and Achievement through High School?
Quelle	In: Journal of Educational Psychology, 107 (2015) 3, S.756-770 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000017
Schlagwörter	Executive Function; Correlation; Personal Autonomy; Academic Achievement; Mothers; Parenting Styles; Parent Child Relationship; Observation; Prediction; Delay of Gratification; Inhibition; Attention Control; Preschool Children; High School Students; Cognitive Ability; Educational Attainment; Mediation Theory; Personality Traits; Structural Equation Models; Role; Arkansas; California; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin; Bayley Mental Development Index; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Korrelation; Individuelle Autonomie; Schulleistung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Beobachtung; Vorhersage; Hemmung; Aufmerksamkeitstest; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Bildungsabschluss; Bildungsgut; Mediationsverfahren; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Rollen; Kalifornien; Master-Studiengang
Abstract	This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N = 1,306), analyses revealed that mothers' autonomy support over the first 3 years of life predicted enhanced executive functions (i.e., inhibition, delay of gratification, and sustained attention) during the year before kindergarten and academic achievement in elementary and high school even when mothers' warmth and cognitive stimulation, as well as other factors (e.g., children's early general cognitive skills and mothers' educational attainment) were covaried. Mediation analyses demonstrated that over and above other attributes (e.g., temperament), children's executive functions partially accounted for the association between early autonomy-supportive parenting and children's subsequent achievement. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01