父母心理控制与学龄前儿童行为问题及学业前表现：执行功能的中介作用

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-04-15 DOI:10.1016/j.lindif.2025.102694

Xiaopei Xing , Xinyu Zhao , Min Zhang , Menghan Jiao , Li Liu

{"title":"父母心理控制与学龄前儿童行为问题及学业前表现：执行功能的中介作用","authors":"Xiaopei Xing , Xinyu Zhao , Min Zhang , Menghan Jiao , Li Liu","doi":"10.1016/j.lindif.2025.102694","DOIUrl":null,"url":null,"abstract":"<div><div>The longitudinal study examined whether executive function (EF) mediated the relationship between parental psychological control and preschooler's behavioral problems and pre-academic performance. It also explored whether these mediating effects varied by EF components and its measures (performance-based vs. rating-based). The participants comprised 240 Chinese preschoolers and their parents who were followed over three years. Results indicated that maternal but not paternal psychological control at T1 directly predicted preschoolers' internalizing and externalizing problems at T3. Maternal psychological control at T1 indirectly predicted preschoolers' internalizing problems and pre-academic performance at T3, mediated by mothers' ratings of working memory at T2, and indirectly predicted preschoolers' externalizing problems at T3, mediated by mothers' ratings of inhibitory control at T2. Findings highlight the important role of parental psychological control in shaping the behavioral and pre-academic outcomes in Chinese preschoolers, and suggest that enhancing various EF components in preschoolers could significantly contribute to their psychological well-being and educational achievements.</div></div><div><h3>Educational relevance and implications statement</h3><div>The current study found that rating-based but not performance-based executive function mediated the relationship between maternal psychological control and preschoolers' behavioral problems and pre-academic performance. Family-based intervention work focusing on preschool children should pay more attention to optimizing mothers' parenting strategies and practicing children's daily executive function skills, especially inhibitory control and working memory, which would be conducive to promoting their behavioral and academic healthy development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102694"},"PeriodicalIF":9.0000,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Parental psychological control and preschooler's behavioral problems and pre-academic performance in China: The mediating role of executive function\",\"authors\":\"Xiaopei Xing , Xinyu Zhao , Min Zhang , Menghan Jiao , Li Liu\",\"doi\":\"10.1016/j.lindif.2025.102694\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>The longitudinal study examined whether executive function (EF) mediated the relationship between parental psychological control and preschooler's behavioral problems and pre-academic performance. It also explored whether these mediating effects varied by EF components and its measures (performance-based vs. rating-based). The participants comprised 240 Chinese preschoolers and their parents who were followed over three years. Results indicated that maternal but not paternal psychological control at T1 directly predicted preschoolers' internalizing and externalizing problems at T3. Maternal psychological control at T1 indirectly predicted preschoolers' internalizing problems and pre-academic performance at T3, mediated by mothers' ratings of working memory at T2, and indirectly predicted preschoolers' externalizing problems at T3, mediated by mothers' ratings of inhibitory control at T2. Findings highlight the important role of parental psychological control in shaping the behavioral and pre-academic outcomes in Chinese preschoolers, and suggest that enhancing various EF components in preschoolers could significantly contribute to their psychological well-being and educational achievements.</div></div><div><h3>Educational relevance and implications statement</h3><div>The current study found that rating-based but not performance-based executive function mediated the relationship between maternal psychological control and preschoolers' behavioral problems and pre-academic performance. Family-based intervention work focusing on preschool children should pay more attention to optimizing mothers' parenting strategies and practicing children's daily executive function skills, especially inhibitory control and working memory, which would be conducive to promoting their behavioral and academic healthy development.</div></div>\",\"PeriodicalId\":48336,\"journal\":{\"name\":\"Learning and Individual Differences\",\"volume\":\"120 \",\"pages\":\"Article 102694\"},\"PeriodicalIF\":9.0000,\"publicationDate\":\"2025-04-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Individual Differences\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1041608025000706\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Individual Differences","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1041608025000706","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

摘要

本研究考察了父母心理控制对学龄前儿童行为问题和学业前表现的影响。它还探讨了这些中介效应是否因EF成分及其测量（基于绩效与基于评级）而变化。参与者包括240名中国学龄前儿童和他们的父母，他们被跟踪了三年多。结果表明，母亲在T1时的心理控制直接预测了学龄前儿童在T3时的内化和外化问题，而父亲的心理控制不直接预测。T1时母亲的心理控制通过T2时母亲的工作记忆评分间接预测了T3时幼儿的内化问题和学业前成绩，并通过T2时母亲的抑制控制评分间接预测了T3时幼儿的外化问题。研究结果强调了父母心理控制在塑造中国学龄前儿童的行为和学业成就方面的重要作用，并表明提高学龄前儿童的各种EF成分可以显著促进他们的心理健康和教育成就。教育相关性和启示声明本研究发现，母亲心理控制与学龄前儿童行为问题和学业前成绩之间的关系是由基于评分的执行功能介导的，而不是基于绩效的执行功能。以学龄前儿童为重点的家庭干预工作应更加注重优化母亲的育儿策略，锻炼儿童的日常执行功能技能，特别是抑制控制和工作记忆，这有利于促进儿童的行为和学业健康发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Parental psychological control and preschooler's behavioral problems and pre-academic performance in China: The mediating role of executive function

The longitudinal study examined whether executive function (EF) mediated the relationship between parental psychological control and preschooler's behavioral problems and pre-academic performance. It also explored whether these mediating effects varied by EF components and its measures (performance-based vs. rating-based). The participants comprised 240 Chinese preschoolers and their parents who were followed over three years. Results indicated that maternal but not paternal psychological control at T1 directly predicted preschoolers' internalizing and externalizing problems at T3. Maternal psychological control at T1 indirectly predicted preschoolers' internalizing problems and pre-academic performance at T3, mediated by mothers' ratings of working memory at T2, and indirectly predicted preschoolers' externalizing problems at T3, mediated by mothers' ratings of inhibitory control at T2. Findings highlight the important role of parental psychological control in shaping the behavioral and pre-academic outcomes in Chinese preschoolers, and suggest that enhancing various EF components in preschoolers could significantly contribute to their psychological well-being and educational achievements.

Educational relevance and implications statement

The current study found that rating-based but not performance-based executive function mediated the relationship between maternal psychological control and preschoolers' behavioral problems and pre-academic performance. Family-based intervention work focusing on preschool children should pay more attention to optimizing mothers' parenting strategies and practicing children's daily executive function skills, especially inhibitory control and working memory, which would be conducive to promoting their behavioral and academic healthy development.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).