The Relationship between Positive Parenting Methods and Emotional and Social Competence in Students: The Mediating Role of Executive Functions

Document Type : Research

Authors

1 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 current study aimed to investigate the mediating role of executive functions in the relationship between positive parenting methods and the development of emotional and social competence in students. The research population was all third-grade students from elementary schools in District 1 of Tehran (academic year 2022-2023).), a total of 383 students participated through available and voluntary sampling, completed the Alabama Positive Parenting  (Frik, 1991), Brief Executive Functions (Gioia et al., 2000) and Social-Emotional Competence (Zhou et al., 2012) questionnaires. Correlation coefficient and path analysis used for data analysis. Findings showed that there is a significant and positive relationship between emotional and social competencies and components of executive functions. Additionally, the relationship of parenting with dimensions of executive functions was also positive. Thus, since the the relationship between parenting and competencies is significant directly and indirectly through the mediation of executive function dimensions, the mediating role is incomplete. The present study provides evidence that positive parenting may act as a desirable pathway for intervention. In this way, focusing separately on the child's executive function and parenting 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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References

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