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Executive functioning (EF) skills, that is, skills involved in planning and problem solving, are imperative for children’s school readiness. According to a nationally representative survey of kindergarten teachers, EF skills are more important for success in kindergarten than purely “academic” skills such as knowing how to count to twenty, recite the alphabet, or recognize colors and shapes (Heaviside & Farris, 1993). Therefore, it is important to understand which factors relate to children’s early development of EF skills, especially for children growing up in poverty who are at risk for academic difficulties. Some research has suggested that there is intergenerational transmission of EF skills, specifically linking maternal EF and child EF, but this association has been limited to EF tasks measuring “cool” EF skills or those not involving emotion regulation (Kim, Shimomaeda, Giulano, & Skowron, 2018). The purpose of the proposed study is to examine if mothers’ self-reported “hot” EF, or emotion regulation skills, are significantly correlated with their child’s performance on their everyday EF skills behavior in both “cool” and “hot” EF skills domains. This study will examine data from 42 mother-child dyads enrolled in a parent education program across sites located in two high-poverty neighborhoods. At the time of enrollment, parents completed a self-report questionnaire of emotional regulation (Wong & Law, 2002) and reported on their child’s “hot” and “cool” EF skills as assessed by the Childhood Executive Functioning Inventory for Parents and Teachers (CHEXI; Thorell & Nyberg, 2008). Aggregate scores will be calculated for parent emotion regulation and the CHEXI for “hot” and “cool” items, and simple linear regression will be utilized to examine if there is a significant association between mothers’ reported emotion regulation skills and their children’s EF skills, controlling for covariates.
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Stander Symposium poster
"An Exploration of Children’s Executive Functioning and Maternal Emotion Regulation Skills: A Proposed Study" (2018). Stander Symposium Posters. 1365.