{"title":"Parenting self-efficacy in relation to children’s executive function and externalizing behavior","authors":"M. Yovita, D. Hendrawan","doi":"10.1177/1476718X231159293","DOIUrl":null,"url":null,"abstract":"Parenting has a prominent role in predicting children’s externalizing behaviors (EB). Although parenting behavior has been shown by prior research to mediate the relationship between parenting self-efficacy (PSE) as the cognitive aspect of parenting and child EB, the role of children’s cognitive aspects in the relationship is not yet well understood. To improve understanding of the relationship between PSE, children’s EB, and children’s cognitive aspect, the current study aims to investigate the mediating effect of children’s executive function (EF) on the relationship between PSE and children’s EB in early childhood. Questionnaire data on PSE, child EF, and child EB were collected from 217 mothers of typically developed children aged 3 years to 8 years in Indonesia. Hayes PROCESS analysis revealed an indirect effect of maternal PSE on child EB that is mediated by child EF when socioeconomic status is controlled. With this indirect effect accounted for, the direct effect of maternal PSE on child EB disappears, suggesting a full mediation effect. Specifically, the relationship between PSE and child EB is fully mediated by inhibitory control, but only partially mediated by working memory. The discovery indicates that children’s EF deficit may increase child EB, along with a decrease in maternal PSE. These findings imply that in providing EB intervention for children, it is necessary to consider PSE and children’s EF.","PeriodicalId":46652,"journal":{"name":"Journal of Early Childhood Research","volume":"21 1","pages":"314 - 327"},"PeriodicalIF":1.8000,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Childhood Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1476718X231159293","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Parenting has a prominent role in predicting children’s externalizing behaviors (EB). Although parenting behavior has been shown by prior research to mediate the relationship between parenting self-efficacy (PSE) as the cognitive aspect of parenting and child EB, the role of children’s cognitive aspects in the relationship is not yet well understood. To improve understanding of the relationship between PSE, children’s EB, and children’s cognitive aspect, the current study aims to investigate the mediating effect of children’s executive function (EF) on the relationship between PSE and children’s EB in early childhood. Questionnaire data on PSE, child EF, and child EB were collected from 217 mothers of typically developed children aged 3 years to 8 years in Indonesia. Hayes PROCESS analysis revealed an indirect effect of maternal PSE on child EB that is mediated by child EF when socioeconomic status is controlled. With this indirect effect accounted for, the direct effect of maternal PSE on child EB disappears, suggesting a full mediation effect. Specifically, the relationship between PSE and child EB is fully mediated by inhibitory control, but only partially mediated by working memory. The discovery indicates that children’s EF deficit may increase child EB, along with a decrease in maternal PSE. These findings imply that in providing EB intervention for children, it is necessary to consider PSE and children’s EF.
期刊介绍:
The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.