For better or for worse?: Positive and negative parental influences on young children's executive function

Claire Hughes; R.T. Devine

doi:10.1111/cdev.12915

For better or for worse? Positive and negative parental influences on young children's executive function

Claire Hughes, R.T. Devine

Psychology

Research output: Contribution to journal › Article › peer-review

32 Citations (Scopus)

844 Downloads (Pure)

Abstract

Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent–child dyads (60 boys; M_age at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent–child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent–child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.

Original language	English
Pages (from-to)	593-609
Number of pages	17
Journal	Child Development
Volume	90
Issue number	2
Early online date	11 Aug 2017
DOIs	https://doi.org/10.1111/cdev.12915
Publication status	Published - 8 Mar 2019

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

Access to Document

10.1111/cdev.12915Licence: None: All rights reserved

Hughes_&_Devine_For_better_or_for_worse?_Child_Development_2017
Checked for eligibility: 20/09/2017 This is the peer reviewed version of the following article: Hughes, C. and Devine, R. T. (2017), For Better or for Worse? Positive and Negative Parental Influences on Young Children's Executive Function. Child Dev. doi:10.1111/cdev.12915, which has been published in final form at 10.1111/cdev.12915. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Accepted author manuscript, 483 KBLicence: Other (please specify with Rights Statement)

Cite this

@article{84a0a00df95e4707b771b3a39e8ab5d4,

title = "For better or for worse?: Positive and negative parental influences on young children's executive function",

abstract = "Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent–child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent–child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent–child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.",

author = "Claire Hughes and R.T. Devine",

year = "2019",

month = mar,

day = "8",

doi = "10.1111/cdev.12915",

language = "English",

volume = "90",

pages = "593--609",

journal = "Child Development",

issn = "0009-3920",

publisher = "Wiley",

number = "2",

}

TY - JOUR

T1 - For better or for worse?

T2 - Positive and negative parental influences on young children's executive function

AU - Hughes, Claire

AU - Devine, R.T.

PY - 2019/3/8

Y1 - 2019/3/8

N2 - Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent–child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent–child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent–child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.

AB - Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent–child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent–child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent–child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA.

UR - http://www.scopus.com/inward/record.url?scp=85055651543&partnerID=8YFLogxK

U2 - 10.1111/cdev.12915

DO - 10.1111/cdev.12915

M3 - Article

SN - 0009-3920

VL - 90

SP - 593

EP - 609

JO - Child Development

JF - Child Development

IS - 2

ER -

For better or for worse? Positive and negative parental influences on young children's executive function

Abstract

ASJC Scopus subject areas

Access to Document

Fingerprint

Cite this