Yelim Hong, Ann E Folker, Kirby Deater-Deckard, Ann T Skinner, Laurence Steinberg, Marc H Bornstein, Kenneth A Dodge, Jennifer E Lansford
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引用次数: 0
Abstract
The present study examines the interaction between household chaos, parental control, and parental rejection/acceptance (i.e., warmth) in predicting adolescent executive function (EF) skills in a diverse sample. We tested a three-way interaction to understand the direct and interactive effects of household chaos, parental control, and parental rejection/acceptance on adolescent EF within a short-term longitudinal study design. Participants were 14- to 15-year-olds and their parents (n = 220 mother-adolescent dyads, n = 139 father-adolescent dyads, 48% females) from approximately equal numbers of African American (34%), Hispanic American (36%), and European American (29%) U.S. families. Mothers, fathers, and adolescents completed interviews and questionnaires, and adolescents completed EF tasks of cognitive control. Better adolescent EF was predicted by lower level household chaos, but no main effects of adolescent perceptions of control or rejection on adolescent EF were observed. For mothers, only a three-way interaction emerged among controlling behavior, rejection, and household chaos: Among mothers who showed higher levels of rejection (i.e., low warmth) toward their adolescents, the negative association between controlling behavior and adolescent EF was significant in more chaotic households. In contrast, no association between maternal controlling behavior and adolescent EF emerged in less chaotic households regardless of the extent of maternal rejection. When multiple risk factors such as maternal rejection and household chaos coexist, the detrimental impact of maternal controlling behavior on adolescent EF becomes pronounced. No similar effect emerged for fathers, suggesting that these processes may be specific to the mother-adolescent relationship. (PsycInfo Database Record (c) 2025 APA, all rights reserved).
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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