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The interplay of maternal sensitivity and gentle control when predicting children's subsequent academic functioning: Evidence of mediation by effortful control.

ABSTRACT: The goal of this work was to examine the complex interrelation of mothers' early gentle control and sensitivity in predicting children's effortful control (EC) and academic functioning. Maternal gentle control, maternal sensitivity, and children's EC were measured when children were 18, 30, and 42 months of age (T1, T2, and T3, respectively), and measures of children's academic functioning were combined across 72 and 84 months (T5/T6; Ns = 255, 222, 200, 162, and 143). Using structural equation modeling, results demonstrated that T1 maternal sensitivity moderated the relation between T1 maternal gentle control and T2 EC, and T3 EC predicted children's later academic functioning. There was evidence for moderated mediation, such that when maternal sensitivity was high, children's EC mediated the relation between T1 maternal gentle control and children's academic functioning, even after controlling for stability of the constructs. The relation between maternal gentle control and children's EC was not significant under conditions of low maternal sensitivity. Implications for parenting programs are offered and future research directions are discussed. (PsycINFO Database Record

SUBMITTER: Kopystynska O

PROVIDER: S-EPMC4898784 | biostudies-literature | 2016 Jun

REPOSITORIES: biostudies-literature

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The interplay of maternal sensitivity and gentle control when predicting children's subsequent academic functioning: Evidence of mediation by effortful control.

Kopystynska Olena O Spinrad Tracy L TL Seay Danielle M DM Eisenberg Nancy N

Developmental psychology 20160601 6

The goal of this work was to examine the complex interrelation of mothers' early gentle control and sensitivity in predicting children's effortful control (EC) and academic functioning. Maternal gentle control, maternal sensitivity, and children's EC were measured when children were 18, 30, and 42 months of age (T1, T2, and T3, respectively), and measures of children's academic functioning were combined across 72 and 84 months (T5/T6; Ns = 255, 222, 200, 162, and 143). Using structural equation ...[more]

PMID: 27228451

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Project description:Researching the relationship between physical activity and academic performance is becoming an important research topic due to increasing evidence about the positive effect of physical activity on cognitive functioning. The present systematic review and meta-analysis (PROSPERO registration number: CDR132118) is a unique contribution to the recently published reviews since it only includes interventions longer than 6 weeks and acknowledges the influence of the qualifications of practitioners who deliver interventions. After identifying 14,245 records in five databases and selecting 247 full-text articles assessed for eligibility, 44 interventions passed all eligibility criteria. This meta-analysis uses validity generalization in a random effects model, which shows that academic performance itself is not solely caused by increased physical activity. The weighted mean population effect of all included interventions was rw = 0.181. Most of the studies had serious limitations since they did not report physical activity intensity, which is an essential component to achieving positive exercise effects on cognition. In addition, the qualifications of the staff who administer the interventions were largely ignored in existing literature. It was found that 13 out of 20 physical activity interventions with significant positive effects on academic performance were performed by practitioners who held higher qualifications in the field of physical education and exercise science, who could mediate higher physical activity intensities of the given interventions. The population effect in studies where interventions were administered by practitioners with lower qualifications in the field (rw = 0.14) was lower compared to interventions performed by staff with higher qualifications (rw = 0.22). There was also a significant difference in academic performance with regard to staff qualification level (? = 4.464; p = 0.035). In addition to activity duration, future physical activity intervention studies including those investigating academic performance should focus on the importance of physical activity intensity and include measures of physical fitness as objective indicators to enable more reliable analyses to establish physical activity influence on academic performance.

Dataset Information

The interplay of maternal sensitivity and gentle control when predicting children's subsequent academic functioning: Evidence of mediation by effortful control.

Publications

The interplay of maternal sensitivity and gentle control when predicting children's subsequent academic functioning: Evidence of mediation by effortful control.

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