A Closer Examination of Associations Between Autonomy-Supportive Parenting and Executive Function in Early Childhood

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic - Parenting & Parent-Child Relationships

Abstract

Introduction: Parenting behaviors are foundational to the development of children’s executive function (EF) skills. Previous research has found significant associations between children’s EF skills and positive parenting behaviors such as warmth and sensitivity (Fay-Stammbach et al., 2014). Related lines of research specifically point to the predictive significance of autonomy-supportive parenting for children’s EF above and beyond other positive parenting behaviors (e.g., Bernier, Carlson, & Whipple, 2010) and parents’ own EF (e.g., Distefano et al., 2018). Autonomy support includes taking the child’s perspective, offering choice, and providing just enough support, but not too much, with the goal of instilling children with a sense of agency over their own actions. Most of the existing literature on autonomy-supportive parenting and child EF has examined an overall autonomy support score, which fails to provide insight into which aspect is most strongly related to EF. The present study aimed to characterize specific autonomy-supportive behaviors to determine which best predicts children’s EF performance. According to historical accounts of the development of volitional control (Baldwin, 1982) and self-determination theory (Deci & Ryan, 1985), there is reason to believe that offering choice is a key feature: Before children can exercise conscious control over their behavior, they must be aware they have a choice in how to act and reflect upon the options. Methods: Data from several study samples (Meuwissen & Carlson, 2015, 2019; Distefano et al., 2018; Distefano, 2019) were compiled to analyze 367 parent-child dyads. The mean age of children was 44.25 months (SD = 9.02; range = 35-73). Autonomy support was measured by coding specific parent behaviors on a 10-min dyadic puzzle task on four dimensions according to Whipple et al. (2011): supporting competence, positive verbalizations, perspective-taking, and following pace/offering choice. EF composites and the Minnesota Executive Function Scale (MEFS) were used to index EF skills. Results: Overall, child EF was most consistently correlated with the following pace/offering choice subscale. This finding pertained across mothers and fathers as well as diverse race and SES samples (Table 1). Next, we pitted each autonomy support subscales against one another in a regression analysis. In the model, only the following pace/offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age (Table 2). Discussion: This analysis found that parent behaviors involving following the child’s pace and offering choices during a challenging task were significantly associated with EF performance above and beyond other autonomy-supportive behaviors. These results suggest that certain types of autonomy-supportive behavior may be more effective in supporting children’s EF development, which in turn could help inform parenting and teaching practices. This study was limited, however, in that choice was combined with following the child’s pace, and it was correlational. Future experimental investigations are needed to verify the role of choice in EF development.

Authors

• Stephanie M Carlson, University of Minnesota - Twin Cities
  Non-Presenting Author

• Romulus J Castelo, University of Minnesota - Twin Cities
  Presenting Author

• Alyssa S. Meuwissen, University of Minnesota - Twin Cities
  Non-Presenting Author

• Rebecca Distefano, Roger Williams University
  Non-Presenting Author

• Megan M McClelland, Oregon State University - Corvallis
  Non-Presenting Author

• Ellen Galinsky, Bezos Family Foundation
  Non-Presenting Author

• Philip David Zelazo, University of Minnesota - Twin Cities
  Non-Presenting Author