Parenting style and practice : predictors of behavioral regulation in preschool Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/4t64gr24h

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  • Increasing numbers of children are entering kindergarten without the behavioral skills needed to cope with the demands of the classroom environment. Moreover, a number of studies have documented that young children's behavioral regulation (including attention, working memory, and inhibitory control skills) plays an important role in later academic achievement (McClelland, Cameron, Connor, et al., 2007; McClelland, Acock, & Morrison, 2006). Thus, it is important to examine how variables such as parenting predict the development of behavioral regulation in preschool. This study aimed to explore possible parental predictors of behavioral regulation in young children and focused on aspects of parenting style (warmth and responsiveness) and parenting practice (quality of the family learning environment). Using a path analysis, this study examined direct influences of parenting on a child's fall and spring behavioral regulation, as measured by the Head-To-Toes Task. An indirect pathway of parenting influence was also examined. The results found that the quality of the learning environment predicted children's behavioral regulation. Furthermore, parental warmth and responsiveness predicted children's behavioral regulation through the quality of the family learning environment. By identifying specific direct and indirect pathways of parenting that influence children's behavioral regulation development, these results provide important empirical evidence that can inform future research and parenting interventions.
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