Fenesy Michelle C, Lee Steve S
a Department of Psychology , University of California , Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles , CA 90095-1563 , USA.
Dev Neuropsychol. 2018;43(8):729-750. doi: 10.1080/87565641.2018.1525384. Epub 2018 Oct 9.
Using multiple mediation with bootstrapping, dimensions of executive functioning (i.e., inhibitory control, working memory, set shifting) were tested as mediators of predictions of academic and social outcomes from observed positive and negative parenting in 131 children followed prospectively into early adolescence. Inhibitory control and working memory mediated predictions of academic achievement, whereas inhibitory control meditated predictions of school competence from positive parenting. Additionally, working memory mediated predictions of negative social preference, but not social competence, from positive parenting. Executive functioning did not mediate predictions from negative parenting. The role of parenting in shaping youth outcomes through executive functioning is considered.
采用带有自抽样法的多重中介模型，对131名儿童进行前瞻性追踪研究直至青春期早期，检验执行功能维度（即抑制控制、工作记忆、定势转换）作为观察到的积极和消极教养方式对学业和社交结果预测的中介作用。抑制控制和工作记忆在学业成就预测中起中介作用，而抑制控制在积极教养方式对学校能力的预测中起中介作用。此外，工作记忆在积极教养方式对消极社交偏好而非社交能力的预测中起中介作用。执行功能在消极教养方式的预测中不起中介作用。本文探讨了教养方式通过执行功能对青少年结果产生影响的作用。
