The Interplay Between Parenting Behaviors and Executive Functions for Children's Math Outcomes

IF 2.4 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2025-11-06 DOI:10.1002/icd.70061

Kimia Akhavein, Molly K. Griffin, Jenna E. Finch

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Abstract

This study examined whether elementary children's executive functions (EFs) moderated associations between observed autonomy-supportive and controlling parenting during math homework help and children's math achievement and anxiety 1 year later. In total, 170 parent–child dyads completed a second-grade assessment (M_age = 8.02), and 111 returned in third grade (M_age = 9.18). Half of the children were girls (48%) and the sample was predominantly white (78%). Results indicated that autonomy-supportive parenting was associated with higher math achievement for all children (β = 0.264). Significant interactions emerged between controlling parenting and children's EFs for their math achievement (β = 0.165) and math anxiety (β = 0.190). Children with high EFs were protected against the negative effects of controlling parenting for children's math achievement. In contrast, children with low EFs demonstrated moderate math anxiety regardless of controlling parenting, whereas children with high EFs demonstrated a positive association between controlling parenting and increased math anxiety.

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父母行为与执行功能对儿童数学成绩的影响

本研究考察了小学儿童的执行功能（EFs）是否调节了在数学作业辅导过程中观察到的自主-支持和控制父母与儿童一年后的数学成绩和焦虑之间的关联。总共有170对亲子完成了二年级的评估（M年龄= 8.02），111对在三年级时返回（M年龄= 9.18）。一半的儿童是女孩（48%），样本主要是白人（78%）。结果表明，自主-支持性养育与所有儿童更高的数学成绩相关（β = 0.264）。控制型父母和孩子的情感表现对他们的数学成绩（β = 0.165）和数学焦虑（β = 0.190）有显著的相互作用。高情感表达的孩子不会受到控制父母对孩子数学成绩的负面影响。相比之下，低情绪波动的孩子表现出中度的数学焦虑，而高情绪波动的孩子表现出控制型父母与数学焦虑增加之间的正相关。

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)