Children's executive function (EF) and behavioral regulation skills are robust predictors of academic success. The current study examines differential associations between measures of EF, classroom behavioral regulation, and academic achievement by children's family income in a sample of 100 prekindergarten children. In correlational analyses, EF and classroom behavioral regulation were more strongly associated for children not in low-income families, although only one comparison between correlations reached statistical significance. In regression models controlling for age, gender, and maternal education, EF and classroom behavioral regulation were generally similarly related to achievement regardless of family income. However, inhibitory control was significantly less associated with mathematics and vocabulary for children in low-income families than for children not. These findings suggest similarities in associations between EF, behavioral regulation, and academic achievement regardless of family income, with evidence of only a few exceptions. Potential implications for early childhood interventions in low-income populations are considered.

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Relations between Executive Function, Behavioral Regulation, and Achievement: Moderation by Family Income.

Previous studies have shown that sibling conflicts are detrimental to physical and psychological development, as well as long-term human development. Although many studies have discovered relations between parenting style and sibling conflicts, these findings were contentious and did not provide a universal solution. Therefore, the meta-analysis was used as the method to determine the nature and magnitude of the relationships. There were a total of 14,356 participants in the 16 included studies, from which 55 effect sizes were extracted. According to the overall meta-analysis results, authoritative parenting (r = –0.201) did have the potential to reduce sibling conflicts. Neglectful (r = 0.389), inconsistent (r = 0.364), indulgent (r = 0.293), and authoritarian (r = 0.235) parenting styles were related to sibling conflicts in a positive way. Moreover, the study investigated the effectiveness of several moderator variables, such as children’s gender, age, region, outcome measure, and publication year. The research indicates that authoritative parenting is a protective factor of sibling conflicts. Moderator analyses found that gender, age, region, outcome measure, and publication year played moderating roles in the relationships. Finally, research limitations in the current study and expectations for future research, as well as theoretical contributions and implications for parenting practice, were presented. Systematic review registration [https://inplasy.com/inplasy-2022-8-0020/], identifier [INPLASY202280020].

/pdf/relationships-between-parenting-style-and-sibling-conflicts-3ndmq1i1.pdf

Relationships between parenting style and sibling conflicts: A meta-analysis

This article describes the development and evaluation of a program of physical activities designed to increase the level of physical activity of children birth to age 5 in child care settings in North Carolina.

An evaluation of a program to increase physical activity for young children in child care

Classroom climate and creativity: The indirect effect of autonomous motivation

It is well established that parenting influences child behavior at home, but less is known about the associations between parenting and teacher reports of child behavior at school, an environment more distal from the home context. This study investigated the presence of authoritarian, authoritative, permissive, and uninvolved parenting styles (PS) in a community sample of 321 parents with kindergarteners (Mage = 5.45 years) in the Northwestern United States. This study analyzed (1) which PS were present, (2) if PS was associated with family characteristics, (3) if teacher reported behavior problems in spring of children's kindergarten year varied by PS, and (4) whether associations between PS and child behaviors were moderated by parenting stress. Study hypotheses were that PS would be associated with family characteristics, that teacher reported child behaviors would differ by PS, and that parenting stress would moderate the relationship between PS and behavior problems at school. Results indicated all PS were present. Chi-squares and ANOVA's identified that PS were significantly associated with parenting stress and child problem behaviors. ANOVAs determined differences in parenting stress and problem behaviors depending on PS. ANOVAs revealed parenting stress moderated the relation between PS and child problem behavior. Few studies to date have analyzed the presence of all four PS among kindergarteners and the relationship this has with teacher-reported classroom behavioral concerns. This study sought to fill this gap as results have implications for targeted parenting prevention interventions to promote children's social and behavioral adjustment during the transition to elementary school. 

/pdf/parenting-styles-family-characteristics-and-teacher-reported-2hm8cam1.pdf

Shuang Wang

Papers

Supportive parenting and social and behavioral development: Does classroom emotional support moderate?