This study examined how parent-child relationships may facilitate children’s higher-order cognition. A cross-sectional design was used to examine the relationship between positive and negative parenting factors and both neuropsychological and parent-report measures of children’s executive functioning (EF), attention, and working memory. Participants included ninety 8- to 12-year-old children and their parents. Though parenting was largely unrelated to neuropsychological performance, several positive and negative parenting dimensions were associated with parent ratings of children’s attention, EF, and working memory. Relational frustration and parental involvement were robust predictors of child difficulties with inattention and EF, controlling for relevant covariates. Though the causal direction needs further investigation, results suggest that parent-based interventions for enhancing children’s higherorder cognition or reducing symptoms of attention-deficit hyperactivity disorder (ADHD) may benefit from improving parental involvement and reducing relational frustration. Moreover, the low agreement between parent-report and neuropsychological measures of EF, attention, and working memory has important clinical implications.
","abstract_html":"<p>This study examined how parent-child relationships may facilitate children’s higher-order cognition. A cross-sectional design was used to examine the relationship between positive and negative parenting factors and both neuropsychological and parent-report measures of children’s executive functioning (EF), attention, and working memory. Participants included ninety 8- to 12-year-old children and their parents. Though parenting was largely unrelated to neuropsychological performance, several positive and negative parenting dimensions were associated with parent ratings of children’s attention, EF, and working memory. Relational frustration and parental involvement were robust predictors of child difficulties with inattention and EF, controlling for relevant covariates. Though the causal direction needs further investigation, results suggest that parent-based interventions for enhancing children’s higherorder cognition or reducing symptoms of attention-deficit hyperactivity disorder (ADHD) may benefit from improving parental involvement and reducing relational frustration. Moreover, the low agreement between parent-report and neuropsychological measures of EF, attention, and working memory has important clinical implications.</p>","abstract_has_math":false,"creators":["Goldstein, Miriam"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Open Access Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Carol Freedman-Doan","Alissa Huth-Bocks","Catherine Peterson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:13Z","subjects":["Attention","Executive functioning","Parent-child relationship","Parenting","Working memory","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/771","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carol Freedman-Doan","Alissa Huth-Bocks","Catherine Peterson"]},{"key":"dc:creator","label":"Author","values":["Goldstein, Miriam"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-03-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Attention","Executive functioning","Parent-child relationship","Parenting","Working memory","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/771"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined how parent-child relationships may facilitate children’s higher-order cognition. A cross-sectional design was used to examine the relationship between positive and negative parenting factors and both neuropsychological and parent-report measures of children’s executive functioning (EF), attention, and working memory. Participants included ninety 8- to 12-year-old children and their parents. Though parenting was largely unrelated to neuropsychological performance, several positive and negative parenting dimensions were associated with parent ratings of children’s attention, EF, and working memory. Relational frustration and parental involvement were robust predictors of child difficulties with inattention and EF, controlling for relevant covariates. Though the causal direction needs further investigation, results suggest that parent-based interventions for enhancing children’s higherorder cognition or reducing symptoms of attention-deficit hyperactivity disorder (ADHD) may benefit from improving parental involvement and reducing relational frustration. Moreover, the low agreement between parent-report and neuropsychological measures of EF, attention, and working memory has important clinical implications.
"]},{"key":"dc:title","label":"Title","values":["How do parent-child relationships relate to attention, executive functioning, & working memory in school-aged children?"]}]}],"canonical_facts":{"dc:contributor":["Carol Freedman-Doan","Alissa Huth-Bocks","Catherine Peterson"],"dc:creator":["Goldstein, Miriam"],"dc:date.available":["2018-03-01T08:00:00Z"],"dc:description.abstract":["This study examined how parent-child relationships may facilitate children’s higher-order cognition. A cross-sectional design was used to examine the relationship between positive and negative parenting factors and both neuropsychological and parent-report measures of children’s executive functioning (EF), attention, and working memory. Participants included ninety 8- to 12-year-old children and their parents. Though parenting was largely unrelated to neuropsychological performance, several positive and negative parenting dimensions were associated with parent ratings of children’s attention, EF, and working memory. Relational frustration and parental involvement were robust predictors of child difficulties with inattention and EF, controlling for relevant covariates. Though the causal direction needs further investigation, results suggest that parent-based interventions for enhancing children’s higherorder cognition or reducing symptoms of attention-deficit hyperactivity disorder (ADHD) may benefit from improving parental involvement and reducing relational frustration. Moreover, the low agreement between parent-report and neuropsychological measures of EF, attention, and working memory has important clinical implications.
"],"dc:identifier":["https://commons.emich.edu/theses/771"],"dc:subject":["Attention","Executive functioning","Parent-child relationship","Parenting","Working memory","Psychology"],"dc:title":["How do parent-child relationships relate to attention, executive functioning, & working memory in school-aged children?"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T02:17:13Z"}