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Executive Functioning Mediates Predictions of Youth Academic and Social Development from Parenting Behavior
Michelle C Fenesy1, Steve S Lee1
1a Department of Psychology , University of California , Los Angeles, 1285 Franz Hall, Box 951563, Los Angeles , CA 90095-1563 , USA.
Abstract:
Using multiple mediation with bootstrapping, dimensions of executive functioning (i.e., inhibitory control, working memory, set shifting) were tested as mediators of predictions of academic and social outcomes from observed positive and negative parenting in 131 children followed prospectively into early adolescence. Inhibitory control and working memory mediated predictions of academic achievement, whereas inhibitory control meditated predictions of school competence from positive parenting. Additionally, working memory mediated predictions of negative social preference, but not social competence, from positive parenting. Executive functioning did not mediate predictions from negative parenting. The role of parenting in shaping youth outcomes through executive functioning is considered.
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