The Contribution of Fathers’ and Mothers´ Executive Function and Parenting on Children´s Executive Function

• In Event: 3-180 - Cognition and Parenting in Low-Income Families

Integrative Statement

Introduction: Executive functioning (i.e., higher order thought processes that are foundational for reasoning and problem solving) is associated with children’s social and cognitive skills needed to succeed in school (e.g., Blair & Razza, 2007). Despite considerable evidence linking individual differences in EF to positive outcomes, our knowledge about the association between parent´s EF and children’s EF, and the mechanisms by which this associations occurs is still scarce. Studies suggest that maternal EF is related to children´s EF (Cuevas et al., 2014) and that parenting and home chaos mediate this association (Bridget et al., 2015). However, this literature has limitations. First, studies have predominantly focused on the mother-child relationship, thus the role of fathers´ EF and caregiving behaviors on the development of children´s EF has been understudied. Second, studies on parents´ and children´s EF with low-income families are rare, even more in samples outside U.S. and Europe. Learning more about supportive factors that help low-income children to develop the skills they need to succeed in school is sorely needed. In the present study, we examine the contributions of maternal and paternal EF, involvement, caregiving behaviors, and home organization to the development of EF in low-income Chilean preschool children.
Hypotheses: (1) Mothers and fathers´ EF would be related to children´s EF; (2) parental (mothers and fathers) involvement and caregiving behaviors and home organization would be related to children´s EF; (3) and they would mediate the association between parental and child EF.
Study population: Participants in this study included 100 Chilean children (Mage 36 months) and their mothers and fathers.
Methods: Both parents completed questionnaires on demographic data (education, income), home organization (CHAOS; Matheny et al., 1995) and parental involvement (e.g., singing songs, playing together). Parental EF skills were assessed with a computerized battery (MEFS; Carlson & Zelazo, 2014). Mother-child and father-child interactions were videotaped; the codes for positive (positive control, affect, and responsiveness) and negative (negative control and affect) aspects of parenting were used (PARCHISY; Deater-Deckard, 2000). Children’s EF skills were assessed with the same computerized battery as parents and with a delay of gratification task.
Results: Mothers and fathers displayed similar levels of positive affect, responsiveness, and involvement. Preliminary analysis (n=65) partially supported our first hypothesis; only maternal EF was related to children´s EF (r = .29, p < .05). Our second hypothesis was also partially supported; maternal positive parenting and involvement were associated with children´s EF (MEFS; r = .30, p < .05; r = .35, p < .01) and paternal involvement was associated with children´s ability to delay gratification (r = .34, p < .01). Our third hypothesis was not supported.
Conclusion: These preliminary results suggest that even though mothers and fathers seem to be equally “good parents” they contribute differently to children´s regulation; while mothers seem to be especially important for cold EF skills (MEFS), fathers seem to play an unique role in supporting children´s hot EF (delay of gratification). Other mechanisms that explain the relation between maternal and child EF need to be explored.

Authors

• Daniela Aldoney, Universidad del Desarrollo
  Presenting Author

• Fernanda Prieto, Centro de Apego y Regulación Emocional (CARE), Facultad de Psicología, Universidad del Desarrollo
  Non-Presenting Author

• Soledad Coo, Universidad del Desarrollo
  Non-Presenting Author