Parental Skills and Academic Competences in School Children: The Mediator Role of Executive Functions

Abstract The role of parenting in the development of children's learning constitutes, at present, part of the discussion in the psychoeducational field. Although parental competences (PC) and executive functions (EF) have been investigated by psychology and neuropsychology, their relationship with academic competences remains to be fully studied. The aim of this investigation was to analyze the effect of PC perceived by parents on behavioral EF and performance-based measures of reading and mathematical competences in children. We worked with 131 school children of both sexes, between 9 and 11 years old, and their respective parents. Multivariate Analysis of Variance (MANOVA) and structural equation model (SEM) were used. The results indicate that parental skills from the parents' perspective have a significant effect on EF, reading, and mathematical skills. However, the best fit model indicates that EFs mediate the relationship between parenting skills and reading and math skills.

Resumen El rol parental en el desarrollo del aprendizaje de los niños constituye, en el presente, una parte de la discusión en el campo psicoeducativo. Aunque las competencias parentales (PC) y las funciones ejecutivas (EF) han sido investigadas por la psicología y la neuropsicología, su relación con las competencias académicas permanece abierta para ser estudiada a profundidad. El objetivo de esta investigación es analizar el efecto de los PC percibidos por los padres en EF comportamentales y las mediciones basadas en el desempeño de las competencias lectoras y matemáticas en niños. Trabajamos con 131 niños y niñas de colegio, entre 9 y 11 años, y sus padres. Se hizo uso del Análisis Multivarial de Variación (MANOVA) y el modelo de ecuación estructural (SEM). Los resultados indican que las habilidades parentales desde la perspectiva de los padres poseen un efecto significativo en las EF, la lectura y las habilidades matemáticas. De forma que los modelos mejor ajustados indican que las EFs median la relación entre las habilidades parentales, lectoras y matemáticas.

Construção e evidências de validade da escala de habilidades parentais em disciplina positiva / Construction and evidence of validity of the positive discipline parenting skills scale / Construcción y evidencias de validez de la escala de habilidades parentales en disciplina positiva

Este artigo apresenta a construção e evidências de validade de um instrumento para mensurar habilidades parentais baseado na Disciplina Positiva, abordagem que auxilia pais e cuidadores a ensinar habilidades de vida para suas crianças. Os itens foram formulados a partir de revisão teórica sobre estilos parentais, Terapia do Esquema e Disciplina Positiva e posteriormente avaliados por cinco juízas experts e cinco indivíduos do público-alvo. Após as avaliações, oito itens foram excluídos e outros sofreram alterações, chegando-se a uma versão-piloto da Escala de Habilidades Parentais em Disciplina Positiva (EHPDP) com 28 itens. Os dados foram coletados de uma amostra de 281 mães com filhos de 4-12 anos. A análise fatorial exploratória revelou uma estrutura de 16 itens divididos em três fatores. O Alfa de Cronbach e a confiabilidade composta indicaram adequada consistência interna para o instrumento. A correlação de Pearson revelou evidências de validades convergente e discriminante com as versões brasileiras validadas do Questionário de Estilos e Dimensões Parentais e da Escala de Depressão, Ansiedade e Estresse. Os resultados indicam que a EHPDP é um instrumento válido e confiável para mensurar habilidades parentais em Disciplina Positiva.

This article presents the construction and evidence of validity of an instrument for measuring parenting skills based on Positive Discipline, an approach that helps parents and caregivers teach life skills to their children. The items were constructed based on a theoretical review of Parenting Styles, Schema Therapy, and Positive Discipline and were subsequently evaluated by five expert judges and five individuals from the target audience. Following these evaluations, eight items were excluded and others were changed, leading to the pilot version of the Positive Discipline Parenting Skills Scale (Escala de Habilidades Parentais em Disciplina Positiva ­ EHPDP), represented by 28 items. Data were collected from a sample of 281 mothers with children aged 4-12 years. Exploratory Factor Analysis revealed a structure of 16 items divided into three factors. Cronbach's Alpha and Composite Reliability indicated adequate internal consistency for the instrument. Pearson's correlation revealed evidence of convergent and discriminant validity with the validated Brazilian versions of the Parenting Styles and Dimensions Questionnaire and the Depression, Anxiety and Stress Scale. The results indicate that the EHPDP is a valid and reliable instrument to measure Positive Discipline parenting skills.

Este artículo presenta la construcción y evidencias de validez de un instrumento para medir habilidades parentales basado en la Disciplina Positiva, un enfoque que ayuda a los padres y cuidadores a enseñar habilidades para la vida a sus hijos. Los ítems de la escala se formularon en base a una revisión teórica sobre estilos parentales, Terapia de Esquemas y Disciplina Positiva, siendo posteriormente evaluados por cinco jueces expertos y cinco individuos del público destinatario. Después de las evaluaciones, ocho ítems fueron excluidos y otros sufrieron cambios, llegando a la versión piloto de la Escala de Habilidades Parentales en Disciplina Positiva (EHPDP), con 28 ítems. Los datos se obtuvieron de una muestra de 281 madres con niños de 4-12 años. El análisis factorial exploratorio reveló una estructura de 16 ítems divididos en tres factores. El Alfa de Cronbach y la fiabilidad compuesta indicaron una consistencia interna adecuada para el instrumento. La correlación de Pearson reveló evidencia de validez convergente y discriminante con las versiones brasileñas validadas del Cuestionario de Estilos y Dimensiones Parentales y la Escala de Depresión, Ansiedad y Estrés. Los resultados indican que la EHPDP es un instrumento válido y confiable para medir las habilidades parentales en Disciplina Positiva.

Construction and evidence of validity of the Positive Discipline parenting skills scale / Construção e evidências de validade da escala de habilidades parentais em Disciplina Positiva / Construcción y evidencias de validez de la escala de habilidades parentales en Disciplina Positiva

This article presents the construction and evidence of validity of an instrument for measuring parenting skills based on Positive Discipline, an approach that helps parents and caregivers teach life skills to their children. The items were constructed based on a theoretical review of Parenting Styles, Schema Therapy, and Positive Discipline and were subsequently evaluated by five expert judges and five individuals from the target audience. Following these evaluations, eight items were excluded and the others were changed, leading to the pilot version of the Positive Discipline Parenting Skills Scale (Escala de Habilidades Parentais em Disciplina Positiva - EHPDP), represented by 28 items. Data were collected from a sample of 281 mothers with children aged 4-12 years. Exploratory Factor Analysis revealed a structure of 16 items divided into three factors. Cronbach's Alpha and Composite Reliability indicated adequate internal consistency for the instrument. Pearson's correlation revealed evidence of convergent and discriminant validity with the validated Brazilian versions of the Parenting Styles and Dimensions Questionnaire and the Depression, Anxiety and Stress Scale. The results indicate that the EHPDP is a valid and reliable instrument to measure Positive Discipline parenting skills.

Este artigo apresenta a construção e evidências de validade de um instrumento para mensurar habilidades parentais baseado na Disciplina Positiva, abordagem que auxilia pais e cuidadores a ensinar habilidades de vida para suas crianças. Os itens foram formulados a partir de revisão teórica sobre estilos parentais, Terapia do Esquema e Disciplina Positiva e posteriormente avaliados por cinco juízas experts e cinco indivíduos do público-alvo. Após as avaliações, oito itens foram excluídos e outros sofreram alterações, chegando-se a uma versão-piloto da Escala de Habilidades Parentais em Disciplina Positiva (EHPDP) com 28 itens. Os dados foram coletados de uma amostra de 281 mães com filhos de 4-12 anos. A análise fatorial exploratória revelou uma estrutura de 16 itens divididos em três fatores. O Alfa de Cronbach e a confiabilidade composta indicaram adequada consistência interna para o instrumento. A correlação de Pearson revelou evidências de validades convergente e discriminante com as versões brasileiras validadas do Questionário de Estilos e Dimensões Parentais e da Escala de Depressão, Ansiedade e Estresse. Os resultados indicam que a EHPDP é um instrumento válido e confiável para mensurar habilidades parentais em Disciplina Positiva.

Este artículo presenta la construcción y evidencias de validez de un instrumento para medir habilidades parentales basado en la Disciplina Positiva, un enfoque que ayuda a los padres y cuidadores a enseñar habilidades para la vida a sus hijos. Los ítems de la escala se formularon en base a una revisión teórica sobre estilos parentales, Terapia de Esquemas y Disciplina Positiva, siendo posteriormente evaluados por cinco jueces expertos y cinco individuos del público destinatario. Después de las evaluaciones, ocho ítems fueron excluidos y otros sufrieron cambios, llegando a la versión piloto de la Escala de Habilidades Parentales en Disciplina Positiva (EHPDP), con 28 ítems. Los datos se obtuvieron de una muestra de 281 madres con niños de 4-12 años. El análisis factorial exploratorio reveló una estructura de 16 ítems divididos en tres factores. El Alfa de Cronbach y la fiabilidad compuesta indicaron una consistencia interna adecuada para el instrumento. La correlación de Pearson reveló evidencia de validez convergente y discriminante con las versiones brasileñas validadas del Cuestionario de Estilos y Dimensiones Parentales y la Escala de Depresión, Ansiedad y Estrés. Los resultados indican que la EHPDP es un instrumento válido y confiable para medir las habilidades parentales en Disciplina Positiva.

The Incredible Years Parenting and Child Treatment Programs: A Randomized Controlled Trial in a Child Welfare Setting in Spain

Incredible Years (IY) is a well-established multicomponent group-based program designed to promote young children’s emotional and social competence, to prevent and treat child behavioral and emotional problems, and to improve parenting practices and the parent-child relationship. This study presents the first randomized controlled trial carried out in Spain to test the effectiveness of the Incredible Years Basic Parenting and Small Group Dinosaur Programs in a sample of families involved in child welfare due to substantiated or risk for child maltreatment. One hundred and eleven families with 4- to 8-year-old children were randomly allocated to IY or to a control group who received standard services. Baseline, post-intervention, and 12-month follow-up assessments were compared. Results showed that compared to the control group, the IY intervention made a significant positive difference in parents’ observed and reported use of praise, and a significant reduction in reported use of inconsistent discipline, parenting stress, depressive symptomatology, and perception of child behavior problems. A full serial mediation effect was found between participation in IY, changes in parenting practices, subsequent parenting stress reduction, and both final child abuse potential reduction and perception of child behavior problems. No moderating influence on IY effects was found. Findings provide evidence that transporting the IY Basic Parenting and the Small Group Dinosaur Programs with fidelity is feasible in Child Welfare Services in Spain. (AU)

Incredible Years (IY) es un programa de intervención grupal multicomponente con base empírica sólida diseñado para promover la competencia emocional y social de los niños y niñas, prevenir y tratar problemas emocionales y comportamentales y mejorar las prácticas parentales y la relación paterno-filial. Este estudio presenta el primer ensayo controlado aleatorizado llevado a cabo en España para probar la eficacia de los subprogramas dirigidos a padres y madres y a niños y niñas en familias atendidas en los Servicios Sociales de Infancia debido a la existencia o riesgo de maltrato infantil. Ciento once familias con niños y niñas de 4 a 8 años fueron asignadas al azar a IY o a un grupo control que recibió los servicios de apoyo habituales. Se llevaron a cabo evaluaciones preintervención, post-intervención (6 meses) y de seguimiento (12 meses). Los resultados mostraron que, en comparación con el grupo control, los padres y madres del grupo IY informaron de más cambios positivos significativos en el uso de elogios e incentivos y una reducción significativa en el uso de disciplina inconsistente, estrés parental, sintomatología depresiva y percepción de problemas de conducta en sus hijos e hijas. Se encontró un efecto de mediación serial entre la participación en IY, cambios en las prácticas parentales, la posterior reducción del estrés parental y la reducción final del potencial de maltrato y de la percepción de problemas de conducta en los hijos e hijas. No se identificó ninguna variable moderadora en los efectos de IY. Los resultados proporcionan evidencia de que es factible aplicar el programa IY con fidelidad en los Servicios Sociales de Infancia en España. (AU)

Effectiveness of a parent-training program in Spain: reducing the Southern European evaluation gap.

OBJECTIVE: We implemented and evaluated the Parenting Skills Program for families in Spain 1) to examine differences in parenting skills, social support, children's behaviours and parental stress pre, immediately post and six months post intervention and 2) to identify mechanisms by which the intervention is related to changes in the four outcomes examined. METHODS: Quasi-experimental study design with pre (T0), post (T1), a follow-up (T2) and no control group, complemented by a qualitative study was used. The outcome variables were social support, parenting skills, parental stress and children's behaviours. 216 parents completed pre and post questionnaire and 130 parents the follow-up questionnaire. 39 professionals and 34 parents participated in 17 interviews and 5 discussion groups. RESULTS: Compared with T0, all four outcomes improved significantly at T1. 76% of the participants improved parenting skills and 61% social support. 56% reduced children's negative behaviours and 66% parental stress. All outcomes maintained this significant improvement at T2. Parents and professionals describe different changes in parents' parenting skills, stress and social support after participation in the PSP, and in their children's behaviours. Some subcategories emerged after analysing parents' and professionals' discourses. CONCLUSIONS: This study describes positive parenting effects on participants of a parent-training program in Spain, which is a country where implementation and evaluation of these kind of interventions is an incipient issue.

Intervenciones de niños, niñas y adolescentes con vulneración de derechos: Evaluación de funciones ejecutivas y habilidades parentales / Interventions for infringement on rights of children and adolescents: Executive functions and parental skills evaluation

La interacción con los padres o adultos significativos (P/AS) en los primeros años de vida, afecta el desarrollo de las funciones ejecutivas (FE), y éstas a su vez, en el rendimiento escolar de niños y niñas (NN). El maltrato se asocia a trastornos en el desarrollo de las FE. En Chile, 173000 NN se encuentran judicializados por algún tipo de maltrato y han sido derivados al SENAME. Pruebas estandarizadas miden FE y Habilidades Parentales (HP). Se busca explorar las FE en NN judicializados (NNj) y las HP de sus P/AS. Objetivo. Medición de FE en NNj y de HP en sus P/AS y establecer la relación entre sus resultados y compararlas con un grupo control. Metodología: NN de 2° ciclo escolar básico y uno de sus P/AS: Estudio 25 NNM (promedio 10,3 años) del Programa de Prevención Focalizada San José de Peñalolén; Control 24 NN no judicializados (NNn) (10,6 años) de dos colegios (de Ñuñoa y Peñalolén). Consentimiento informado firmado de cada participante. El estudio ingresó al Comité de ética de la Pontificia Universidad Católica de Chile (PUC). Enero-Julio/2017, se aplicó el Test ENFEN© a los NN (mide FE) y la Prueba E2P© (mide HP) a sus P/AS. Se calcula promedio ± DE a cada prueba y se realiza prueba t y de Levene para comparar grupos. Resultados: (NNM; NNn) ENFEN 3.09 ±1.66; 6.45 ±0.75; IC: [-4,1- -2,1] α: 0,005. E2P©: 76.3 ±12.06; 81.8±5. IC [-10,1- -0,06] α 0,001. Discusión: Los resultados demuestran que existe relación entre HP y FE en el contexto del maltrato. Palabras Clave: Funciones ejecutivas, maltrato infantil, habilidades parentales, vulneración de derechos

Summary. Introduction. Interaction with parents or significant adults (P/AS) in early childhood affects the development of executive functions (FE), and these in turn, in school performance of boys and girls (NN). Child abuse is associated with disorders in the development of the FE. In Chile, there are 173000 NN involved in legal cases prosecuted for child abuse, who have been referred to SENAME. There are standardized tests that measure FE and parental skills (HP). This study seeks to explore the FE in these NN (NNM) and the HP of their P/AS. Goal. Measurement of FE in NNM and HP on their P/AS to establish a relationship between its results and compared to a control group. Methodology: NN of 2nd cycle basic school and one of their P/AS: study of 25 NNM (average 10.3 years) of the Focused Prevention Program San Jose of Peñalolén; control group are 24 NN not involved in child abuse cases (NNn) from two schools (in Ñuñoa and Peñalolén) (10.6 years). A signed informed consent of each participant was obtained. The study was approved by the Ethics Committee of PUC. From January to July / 2017, the Test ENFEN © was applied to NN (measured on FE) and the E2P © test (measures HP) to their P/AS. The average ±SD to each test, t and Levene tests were calculated to compare the groups. Results: (NNM; NNn) ENFEN 3.09 ±1. 66; 6.45 ±0. 75; CI: [- 4.1-2.1] Α: 0.005. E2P ©: 76.3 ±12. 06; 81. 8±5. IC [- 10.1-0.06] Α 0.001. Discussion: The results show that there is a relationship between HP and FE in the context of child abuse. Key words: Executive functions, parenting skills, child abuse, violation of rights, focused prevention.