The interrelations between parent-child interactions and the language and self-regulation of primary school aged children
Year: 2023
Type: dissertation
Study design: Observational Study
Abstract: Over the last one hundred years, researchers have posited that parent-child interactions and children’s language and self-regulatory abilities are interrelated (e.g., Barkley, 1997, 2016; Salmon et al., 2016; Vygotsky, 1987). Drawing on these past theories, this thesis proposed a model to be tested across three parts for each domain of self-regulation (emotion, cognitive, and behavioural) and language (expressive and receptive vocabulary). The first part aimed to investigate whether language and verbal working memory (VWM) explained unique variance in self-regulation over and above executive functions (EFs). The second, investigated whether parent-child interactions explained unique variance in self-regulation. Ultimately, the final model proposed that VWM would mediate the relationship between language and self-regulation, while parent-child interactions would have a direct effect on self-regulation, with child language also predicted to moderate this relationship. The final sample included 139 children aged 6- to 12-years, 43 of whom met the diagnostic criteria for Attention-Deficit/Hyperactivity Disorder (ADHD).
Author: Corson Keogh, Alannah
Language: English
Field: Psychology
Domain: Social Sciences
Open Access status: green
Funder: University of Otago
OpenAlex ID: W7199285611