Work

Do children’s executive functions account for associations between early autonomy-supportive parenting and achievement through high school?

Year: 2015

Type: article

Abstract: = 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 prior to 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.

Source: Journal of Educational Psychology

DOI: 10.1037/edu0000017

Authors: Samantha W. Bindman, Eva M. Pomerantz, Glenn I. Roisman

Institutions: University of Illinois Urbana-Champaign, University of Minnesota

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

Open Access status: hybrid

Funders: National Institutes of Health, National Institute of Child Health and Human Development, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Awards: The Role of Autonomy Support in Children's Executive Function Development, G2671510388, G7652198371