FACTORS ASSOCIATED WITH PARENTAL BEHAVIORS IN PROMOTING EXECUTIVE FUNCTION AMONG SCHOOL-AGED CHILDREN
Keywords:
Executive Function, School-Age Children, Parental BehaviorsAbstract
Having received the promotion of executive function skills helps school-aged children control their emotions and inappropriate behaviors. Behaviors of parents are a key factor of promoting executive function skills among school-aged children. This descriptive correlational study was aimed to examine parental behaviors and factors associated with parental behaviors in promoting executive function skills among school-aged children. The research sample consisted of 80 parents of students in Grades 1–3 of schools under the Primary Educational Service Area Office in Suphan Buri Province. Data collection tools comprised four questionnaires that had contents including a demographic information (5 items), behaviors of parents in promotion of executive function skills in school-aged children (15 items), family relationship (10 items), and cognitive and emotional factors questions (10 items). The Cronbach’s alpha coefficients of the instruments ranged from 0.75 to 0.88. Data were analyzed using descriptive statistics and Pearson’s correlation coefficient.
The research findings showed that scores of family relationships and cognitive and emotional factors were significantly and positively correlated with scores of parental behaviors in promoting executive function skills among school-age children (r = .328, p < .01, r = .263, p < .05). Mean scores of parental behaviors in promotion of executive function skills were at a high level (x̄ = 3.58, SD = 0.50).
In sum, parents and positive family relationships had importance for improving the executive function skills of children. Enhancing positive family relationship could improve executive function skills of children, emotional regulation, and inhibition of inappropriate behaviors by improving inhibitory control and emotional control skills.
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