유아의 학습관련 학교준비도에 미치는 부모-자녀 애착의 영향

The influence of parent-child attachment on 6 year-old children’s learning related school readiness: The mediating effect of parenting stress and children’s executive function

The present study examined the extent to which the effects of parent-child attachment influenced children’s learning related school readiness (words reading, reading comprehension, writing, math skill) directly and indirectly through parenting stress and children’s executive function. The sample included 113 preschoolers (M= 77.93 months, SD = 3.45, 41.6% boys) and their parents. Parent-child attachment, parenting stress, and children’s executive function were assessed using mother’s reports on questionnaires and children’s learning related school readiness was assessed with a standardized academic skills test. Data were analyzed using SEM in Mplus 8.2 (Muthén & Muthén, 2018). Parenting stress and children’s executive function appeared to mediate effects of parent-child attachment on children’s learning related school readiness. More specifically, higher levels of parent-child attachment predicted higher levels of children’s learning related school readiness through lower levels of parenting stress and higher levels of children’s executive function. Findings indicated that parenting stress and children’s executive function played a significant role as mediators in explaining the relationship between parent-child attachment and children’s learning related school readiness. This supports the argument that reducing parenting stress and improving children’s executive function in prevention programs can be a promising way to promote children’s learning related school readiness.