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Do Children's Executive Functions Account for Associations between Early Autonomy-Supportive Parenting and Achievement through High School?
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Bindman, Samantha W.; Pomerantz, Eva M.; Roisman, Glenn I. – Journal of Educational Psychology, 2015
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 National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (N…
Descriptors: Executive Function, Correlation, Personal Autonomy, Academic Achievement
Timing of High-Quality Child Care and Cognitive, Language, and Preacademic Development
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Li, Weilin; Farkas, George; Duncan, Greg J.; Burchinal, Margaret R.; Vandell, Deborah Lowe – Developmental Psychology, 2013
The effects of high- versus low-quality child care during 2 developmental periods (infant-toddlerhood and preschool) were examined using data from the National Institute of Child Health and Human Development Study of Early Child Care. Propensity score matching was used to account for differences in families who used different combinations of child…
Descriptors: Child Care, Educational Quality, Child Development, Infants