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Scientific paper - Original scientific paper
Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success
Psihologijske teme, 31 (2022), 3; 545-564. https://doi.org/10.31820/pt.31.3.4
Brezetić, Sandra

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Brezetić, S. (2022). Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success. Psihologijske teme, 31. (3), 545-564. doi: 10.31820/pt.31.3.4

Brezetić, Sandra. "Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success." Psihologijske teme, vol. 31, no. 3, 2022, pp. 545-564. https://doi.org/10.31820/pt.31.3.4

Brezetić, Sandra. "Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success." Psihologijske teme 31, no. 3 (2022): 545-564. https://doi.org/10.31820/pt.31.3.4

Brezetić, S. (2022) 'Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success', Psihologijske teme, 31(3), pp. 545-564. doi: 10.31820/pt.31.3.4

Brezetić S. Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success. Psihologijske teme [Internet]. 2022 [cited 2024 April 19];31(3):545-564. doi: 10.31820/pt.31.3.4

S. Brezetić, "Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success", Psihologijske teme, vol. 31, no. 3, pp. 545-564, 2022. [Online]. Available at: https://urn.nsk.hr/urn:nbn:hr:142:698418. [Accessed: 19 April 2024]

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Metadata
Title (english)Mediating Role of Child’s Executive Function Deficits in the Association of Parenting and School Success
Title (croatian)Poteškoće u djetetovim izvršnim funkcijama kao medijatori povezanosti roditeljstva i školskoga uspjeha
AuthorSandra Brezetić
Author's institutionJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Depatrment of Psychology)
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Developmental Psychology
Abstract (english)
This study aims to explore the role of a child’s executive function deficits in the association of positive and negative parenting styles and practices with school success at early school age. A sample consisted of 174 parents who completed the Parenting Style Questionnaire, the Parental Acceptance-Rejection Questionnaire, and the Childhood Executive Functioning Inventory. Structural equation modelling analyses revealed complete mediation of authoritarian parenting style, parental hostility/aggression and indifference/neglect on child’s low literacy and mathematics achievement by child’s executive function deficits. In contrast, the mediating role of child’s executive function deficits in the relationship between authoritative parenting style and parental warmth/affection and school success was not confirmed. The results of the study indicate that executive function deficits act as a risk factor in literacy and mathematics achievement of early school-age children whose parents express high levels of negative parenting style and practices. The study suggests that appropriate interventions would have to be focused on parent training and programmes for improving child’s executive functions.
Abstract (croatian)
Cilj je ovoga istraživanja ispitati ulogu izvršnih funkcija djece u objašnjenju odnosa između poželjnih i nepoželjnih roditeljskih odgojnih stilova i postupaka te školskoga uspjeha djece rane osnovnoškolske dobi. Sudjelovala su 174 roditelja koja su ispunila Upitnik roditeljskoga stila, Upitnik roditeljskoga prihvaćanja/odbijanja i Inventar izvršnih funkcija djece. Rezultati strukturalnoga modeliranja pokazali su da postoji potpuna medijacija poteškoća u izvršnim funkcijama djece u objašnjenju odnosa autoritarnoga stila roditeljstva, roditeljske hostilnosti/ agresije i ravnodušnosti/zanemarivanja te školskoga uspjeha iz hrvatskoga jezika i matematike. Suprotno tomu, nije potvrđena medijacijska uloga poteškoća u izvršnim funkcijama djece u odnosu između autoritativnoga odgojnog stila i roditeljske topline/privrženosti te školskoga uspjeha djece. Rezultati ovoga istraživanja ukazuju na to da su poteškoće u izvršnim funkcijama čimbenik rizika slabijega školskog uspjeha iz hrvatskoga jezika i matematike za djecu rane osnovnoškolske dobi čiji roditelji iskazuju nepoželjne odgojne stilove i postupke. Ovo istraživanje upućuje na to da se intervencije trebaju usmjeriti na trening roditeljskih vještina i programe za uvježbavanje izvršnih funkcija djece.
Keywords (english)
Keywords (croatian)
Languageenglish
Languagecroatian
Publication typeScientific paper - Original scientific paper
Publication statusPublished
Peer reviewPeer review - international
Publication versionPublished version
Journal titlePsihologijske teme
Numberingvol. 31, no. 3, pp. 545-564
p-ISSN1332-0742
e-ISSN1849-0395
DOIhttps://doi.org/10.31820/pt.31.3.4
URN:NBNurn:nbn:hr:142:698418
Publication2022
ProjectNumber: IP-2016-06-3917
Title (croatian): Problemi u ponašanju djece školske dobi: Uloga izvršnih funkcija, individualnih, obiteljskih i genetskih čimbenika
Title (english): Problem behaviors and school success in early school-age children – role of executive functions, empathy, and some family factors
Acronym: ECLAT
Leader: Silvija Ručević
Jurisdiction: Croatia
Funding stream: IP
Document URLhttps://hrcak.srce.hr/286941
Type of resourceText
Access conditionsOpen access
Terms of useLicence Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) icon
Created on2023-01-26 08:55:14