Spanking and Parental Verbal Aggression during Early Childhood: Association with Later Academic Achievement and the Mediating Role of Executive Function

Autor/inn/en	Wang, Yi; Zhang, Liwei; Zhai, Fuhua
Titel	Spanking and Parental Verbal Aggression during Early Childhood: Association with Later Academic Achievement and the Mediating Role of Executive Function
Quelle	In: Infant and Child Development, 32 (2023) 5, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2446
Schlagwörter	Punishment; Negative Reinforcement; Verbal Communication; Aggression; Parent Child Relationship; Family Environment; Academic Achievement; Executive Function; Longitudinal Studies; Children; Surveys; Elementary School Students; Kindergarten; Grade 1; Grade 5; Reading Achievement; Mathematics Achievement; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Bestrafung; Negative Verstärkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Survey; Umfrage; Befragung; School year 01; 1. Schuljahr; Schuljahr 01; School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Spanking and parental verbal aggression are potentially toxic stressors that can negatively affect children's academic achievement by disrupting mental skills like executive function. Yet little empirical evidence has been provided for this mediating pathway. This study used data from the Early Childhood Longitudinal Study Kindergarten Cohort of 2010-2011 (n = 11,421) to examine the associations between early childhood exposure to spanking and parental verbal aggression and subsequent academic achievement. We also investigated the mechanism for these associations by exploring the mediating role of executive function within those associations. Findings revealed that spanking and parental verbal aggression in kindergarten and first grade were negatively associated with reading and math scores in fifth grade, controlling for demographics and initial academic performance. Executive function (i.e., inhibitory control, cognitive flexibility and working memory) accounted for more than half (50%-57%) and more than one fourth (24%-31%) of the total effects of spanking and verbal aggression on academic achievement, respectively. Findings provide important evidence for early intervention programs aiming to promote children's academic achievement and executive function by interfering or preventing harsh discipline. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01