a Department of Psychology , Ben-Gurion University of the Negev.
b Center for Developmental Science , University of North Carolina-Chapel Hill.
J Clin Child Adolesc Psychol. 2018;47(sup1):S435-S444. doi: 10.1080/15374416.2017.1381911. Epub 2017 Oct 20.
The goal of this study was to examine the independent and interactive roles of harsh-intrusive maternal behaviors and children's executive function in the development of internalizing behaviors across the first years of school. A diverse sample (58% African American, 42% European American) of 137 children (48% female) was followed from kindergarten (age 5 years) through school entry (ages 6-7 years). At age 5, maternal harsh-intrusive parenting behaviors were rated from a mother-child structured play task, and children completed 3 executive function tasks that measured inhibitory control, working memory, and attention set-shifting. Teachers reported on children's internalizing behaviors at ages 5, 6, and 7. Harsh-intrusive parenting behaviors at age 5 years were positively related to internalizing behaviors in the first years of school, whereas high executive function abilities at age 5 years were related to lower internalizing behaviors in the first years of school. In addition, executive function buffered the association between parenting behaviors and internalizing behaviors such that the link between harsh-intrusive parenting and child internalizing behaviors was evident only among children with low executive function and not among children with high executive function. Interventions that focus on reducing negative parenting behaviors and improving children's executive function may prevent internalizing behaviors from increasing during times of social and academic challenge.
本研究旨在考察严厉侵入性的母亲行为和儿童执行功能在儿童整个学校教育阶段内化行为发展中的独立和交互作用。该研究对一个多样化的样本（58%为非裔美国人，42%为欧裔美国人）中的 137 名儿童（48%为女性）进行了追踪研究，这些儿童从幼儿园（5 岁）到入学（6-7 岁）。在 5 岁时，通过母亲与孩子的结构化游戏任务来评估母亲严厉侵入性的养育行为，儿童则完成了 3 项执行功能任务，以测量抑制控制、工作记忆和注意力转换。教师在儿童 5、6 和 7 岁时报告儿童的内化行为。5 岁时的严厉侵入性养育行为与儿童在学校教育的最初几年的内化行为呈正相关，而 5 岁时较高的执行功能能力与儿童在学校教育的最初几年的内化行为呈负相关。此外，执行功能缓冲了养育行为和内化行为之间的关系，使得严厉侵入性养育与儿童内化行为之间的联系仅在执行功能较低的儿童中明显，而在执行功能较高的儿童中则不明显。专注于减少消极养育行为和提高儿童执行功能的干预措施可能会防止内化行为在社会和学业挑战时期增加。
