Document Type : Research
Authors
1 Nafiseh Sadat Nekouee, PhD Student, Department of Educational Psychology, Faculty of Educational and Psychology, Alzahra University, Tehran, Iran
2 Assistant Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran
Abstract
The purpose of research was to investigate the mediating role of executive functions in the relationship between positive parenting practices and the development of emotional and social competence in students. The research population was all the students of the third grade of elementary schools in the 1st district of Tehran (2022-23 year), 383 of them were included through available and voluntary sampling, and the Alabama Positive Parenting (Frik, 1991), brief executive functions (Gioia et al., 2000) and social-emotional competence (Zhou et al., 2012) were completed. Correlation coefficient and path analysis showed that there is a significant and positive relationship between emotional and social competencies and components of executive functions. Also, the relationship of parenting with dimensions of executive functions is also positive. The relationship between parenting and competencies is significant directly and indirectly through the mediation of executive function dimensions, as a result, the role of mediator is incomplete. The present study provides evidence that positive parenting may act as a desirable path for intervention. In this way, focusing on the child's executive function and parenting separately may be less effective in the child's behavioral competence. In fact, parent education programs, which involve parents in learning content relevant to their child's development, increase the use of effective practices and learning opportunities.
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