ArticleJournal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 532018
Children's Executive Function Attenuate the Link Between Maternal Intrusiveness and Internalizing Behaviors at School Entry.
Article in Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed, 21 citations in OpenAlex.
- Teaching or learning from baby: Inducing explicit parenting goals influences caregiver intrusiveness.Developmental psychology · 2023Trial
- Effects of Helicopter Parenting, Tiger Parenting and Inhibitory Control on the Development of Children's Anxiety and Depressive Symptoms.Child psychiatry and human development · 2025Article
- Scaling up Attachment and Biobehavioral Catch-up with Latine families: Implementation processes and effectiveness.Infant mental health journal · 2025Article
- Transactional Linkages Between Parenting Behaviors and Child Executive Functions and Self-Regulation from Early Childhood to Adolescence.Journal for person-oriented research · 2024Article
- Infant excitation/inhibition balance interacts with executive attention to predict autistic traits in childhood.Molecular autism · 2022Article
- Exposure to family stressful life events in autistic children: Longitudinal associations with mental health and the moderating role of cognitive flexibility.Autism : the international journal of research and practice · 2022Article
- Profiles of family-based social experiences in the first 3 years predict early cognitive, behavioral, and socioemotional competencies.Developmental psychology · 2022Article
- Examining the bidirectional relationships between maternal intrusiveness and child internalizing symptoms in a community sample: A longitudinal study from infancy to middle childhood.Depression and anxiety · 2021Article
- Longitudinal associations between neuropsychological functioning and medical responsibility in youth with spina bifida: The moderational role of parenting behaviors.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2020Observational
- Maternal Attributions of Infant Behavior and Parenting in Toddlerhood Predict Teacher-Rated Internalizing Problems in Childhood.Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53 · 2018Observational
Corrections and comments
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Authors and funding
4 authors at 4 institutions in 3 countries.
Funding
Abstract
The goal of this study was to examine the independent and interactive roles of harsh-intrusive maternal behaviors and children's executive function in the development of internalizing behaviors across the first years of school. A diverse sample (58% African American, 42% European American) of 137 children (48% female) was followed from kindergarten (age 5 years) through school entry (ages 6-7 years). At age 5, maternal harsh-intrusive parenting behaviors were rated from a mother-child structured play task, and children completed 3 executive function tasks that measured inhibitory control, working memory, and attention set-shifting. Teachers reported on children's internalizing behaviors at ages 5, 6, and 7. Harsh-intrusive parenting behaviors at age 5 years were positively related to internalizing behaviors in the first years of school, whereas high executive function abilities at age 5 years were related to lower internalizing behaviors in the first years of school. In addition, executive function buffered the association between parenting behaviors and internalizing behaviors such that the link between harsh-intrusive parenting and child internalizing behaviors was evident only among children with low executive function and not among children with high executive function. Interventions that focus on reducing negative parenting behaviors and improving children's executive function may prevent internalizing behaviors from increasing during times of social and academic challenge.
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