How do parent-child relationships relate to attention, executive functioning, & working memory in school-aged children?

<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>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Open Access Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2016

Author dc:creator

• Goldstein, Miriam

Contributors dc:contributor

• Carol Freedman-Doan
• Alissa Huth-Bocks
• Catherine Peterson

• Attention
• Executive functioning
• Parent-child relationship
• Parenting
• Working memory
• Psychology

Repository record dc:identifier

https://commons.emich.edu/theses/771

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2150