Mediated Pathways from Maternal Depression and Early Parenting to Children's Executive Function and Externalizing Behaviour Problems

Autor/inn/en	Baker, Claire; Kuhn, Laura
Titel	Mediated Pathways from Maternal Depression and Early Parenting to Children's Executive Function and Externalizing Behaviour Problems
Quelle	In: Infant and Child Development, 27 (2018) 1, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baker, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2052
Schlagwörter	Mothers; Depression (Psychology); Child Rearing; Children; Executive Function; Behavior Problems; Child Behavior; Structural Equation Models; Longitudinal Studies; Surveys; Kindergarten; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mother; Mutter; Kindererziehung; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung
Abstract	Structural equation models were used to examine pathways from maternal depression and early parenting to children's executive function (EF) and externalizing behaviours in the first nationally representative study to obtain direct assessments of children's kindergarten EF skills (i.e., the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011). Preliminary analyses revealed that maternal depression was negatively related to children's EF and positively related to children's externalizing behaviour problems. However, the negative association between maternal depression and children's EF was completely mediated by maternal parenting practices (i.e., warmth and home learning stimulation). Furthermore, there was an indirect effect from maternal parenting practices to children's externalizing behaviour problems through EF, such that children with stronger EF skills had fewer externalizing behaviour problems. Findings provide support for a family process model in which warm, cognitively stimulating parenting supports children's EF, which in turn decreases externalizing behaviours. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01