title: Do Children's Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School?
abstract: This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the NICHD Study of Early Child Care and Youth Development (N= 1,306), analyses revealed that mothers' autonomy support over the first 3 years of life predicted enhanced executive functions (i.e., inhibition, delay of gratification, and sustained attention) during the year prior to kindergarten and academic achievement in elementary and high school even when mothers' warmth and cognitive stimulation, as well as other factors (e.g., children's early general cognitive skills and mothers' educational attainment) were covaried. Mediation analyses demonstrated that over and above other attributes (e.g., temperament), children's executive functions partially accounted for the association between early autonomy-supportive parenting and children's subsequent achievement.
authors.affiliation: Department of Psychology, University of Illinois at Urbana-Champaign.
authors.forename: Samantha W
authors.initials: SW
authors.lastname: Bindman
authors.affiliation: Department of Psychology, University of Illinois at Urbana-Champaign.
authors.forename: Eva M
authors.initials: EM
authors.lastname: Pomerantz
authors.affiliation: Institute of Child Development, University of Minnesota.
authors.forename: Glenn I
authors.initials: GI
authors.lastname: Roisman
keywords: achievement; autonomy support; executive functions; parenting; self-regulation