Executive Functions and On-task Behaviors during Mathematics Homework: The Moderating Role of Parental Control

• In Event: Poster Session 08
  In Poster Session: PS 08 Topic - Parenting & Parent-Child Relationships

Abstract

Executive functions (EFs), a set of higher-order cognitive skills that enable children’s self-regulation of their attention and behaviors, are predictive of children’s math achievement (Nguyen & Duncan, 2019). EFs support a range of skills relevant for solving math problems, such as inhibiting the use of incorrect procedures and switching strategies to obtain an answer (Friso-van den Bos et al., 2013; Cragg & Gilmore, 2014). EFs are linked to adaptive behaviors that support learning, including staying on-task and keeping track of progress on assignments (Finch & Obradović, 2017). Therefore, EFs are likely associated with children’s abilities to focus on and plan out steps for successfully completing multi-step mathematical problems that frequently appear in homework.

As children transition to middle childhood, parents are commonly involved in the homework process, as they help reinforce content learned in school and teach important study skills (Doctoroff & Arnold, 2017). Past research has discovered that controlling behaviors, including commands and directives that parents exert to regulate their child, have been negatively associated with academic outcomes (Deci & Ryan, 1987; Pomerantz et al., 2007). However, children with poor EFs, who struggle to regulate their attention, may need more structure to stay focused and work through challenging homework tasks. Thus, the current study examines whether associations between parental control and on-task behaviors during homework help differ by children’s EFs. We hypothesized that parenting practices would moderate the association between children’s EFs and their on-task behaviors, such that that higher levels of parental control would be positively associated with on-task behaviors for children with low EFs, whereas higher levels of parental control would be negatively associated with on-task behaviors for children with high EFs (see Figure 1).

Data collection, previously postponed due to COVID-19, is currently underway and 105 parent-child dyads have been recruited to complete in-person assessments from Fall 2020 until Spring 2021. To-date, we have data on 19 second-graders and their caregivers. Parent-child dyads complete a homework help task consisting of age-appropriate mathematic problems. We ask parents to help their child as they would at home. Parent-child interactions are coded for parents’ controlling behaviors (i.e. leading the child) that are present or absent at 30-second intervals (Cheung et al., 2016). Second-by-second coding will be utilized to examine children’s on-task behaviors (i.e. being engaged in the task). Four direct assessments of children’s EFs (Flanker, Dimensional Change Card Sort, List Sorting, Backward Digit Span) will be combined to create a composite measure. Parent gender, child gender and racial/ethnic minority status, and household income will be included as covariates. As shown by Table 1, our sample has significant variability in EFs and parenting practices and is socioeconomically- and racially/ethnically-diverse.

By examining the interaction between parenting practices and children’s EFs, we will identify parenting practices that promote homework success, particularly for children with low EFs who are likely to struggle academically. This research can serve as a basis for the creation of effective home-based interventions to enhance the quality of parent-child interactions and to support children’s cognitive abilities and math achievement.

Authors

• Kimia Akhavein, University of Nebraska - Lincoln
  Presenting Author

• Jenna Elizabeth Finch, University of Nebraska - Lincoln
  Non-Presenting Author