The mediating role of executive functions remains significant when children's temperament and vocabulary are modeled as alternative mediators¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2015 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After adding negative affectivity, surgency/extraversion, effortful control, and Picture Vocabulary scores as additional mediators, the indirect paths from autonomy support via executive functions remained significant (Sobel Zs > 3.19, ps < .01), accounting for 60% (elementary) and 28% (high school) of the total effects. → Bindman 2015

Evidence¶

Bindman 2015¶

Bindman, S. W., Pomerantz, E. M., & Roisman, G. I. (2015). Do Children's Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School? Journal of Educational Psychology. https://doi.org/10.1037/edu0000017

q2 · i? · associational · r3

Supplemental SEM adding three CBQ temperament scales and Woodcock-Johnson Picture Vocabulary at 54 months as alternative mediators; the indirect paths via executive functions "remained significant" per Sobel tests.

"When accounting for the three dimensions of temperament and the vocabulary scores, the links between children’s executive functions and achievement were reduced but remained significant (β =.39 for elementary school achievement and β = .32 for high school achievement, ts > 4.34, ps < .001)."

Discussion¶

Learner Variables¶

• Executive Function — predictor: learners who differ on it differ in outcomes
• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Mothers' early autonomy support uniquely predicts children's executive functions at 54 months over and above warmth, cognitive stimulation, and covariates — related
• The effortful control–DLPFC activation model is specific to effortful control, not to negative affectivity or surgency — related
• Extraversion's protective effect on well-being declines with age, significant only for younger students — related
• Vocabulary adds significantly to predicting knower-level after age, but age does not add after vocabulary, suggesting age does not mediate the vocabulary–number-knowledge link. — related
• Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex — related
• Social functioning fully mediates the relation between early effortful control and later academic achievement — related
• Children's adult-reported and observed effortful control in early elementary school prospectively predicts academic achievement 6 years later — related
• The mediated EC-achievement model is not moderated by children's sex, age, or SES — related
• Children's executive functions at 54 months partly account for the association between mothers' early autonomy support and achievement in elementary and high school — a broader claim this one bears on
• Indirect effects via executive functions hold for CPT inhibition, sustained attention, and delay of gratification indicators but not the Day-Night Stroop — related