어머니 우울이 학령전환기 아동의 집행기능 곤란에 미치는 영향

The Effects of Maternal Depression on Children’s Executive Function Difficulty at School Entry: Sequential Mediation Effects of Maternal Parenting Stress and Mother-Child Interaction Activities

Objective: This study examines the processes linking maternal depression and children’s executive function at school entry, focusing on the sequential mediation role of maternal parenting stress and mother-child interaction activities. Methods: Data were 1,556 school-age transition children (boys: 792 (50.9%), girls: 764 (49.1%)), who participated in the 2015 Panel Survey of school-age transition children conducted by the Panel Study on Korea Children. The survey data used to analyzed the mediating effect between variables using SPSS PROCESS macro model 6. Results: First, maternal depression had a significant direct effect on children’s executive function at school entry. Second, maternal depression had an indirect effect on children’s executive function at school entry through maternal parenting stress. Third, the indirect path linking maternal depression and children’s executive function at school entry through maternal parenting stress and mother-child interaction activities was significant, and the sequential mediational model was supported. Conclusions: Implications on the case conceptualization and intervention strategy with a focus on children’s executive function at school entry and future research are discussed.