Contributions of mindful parenting and parent–child relationships to children’s executive function: a structural equation model

Mindful parenting supports within-family functioning, including parent–child relationships, which may promote positive child outcomes. In the present study, we examined the contributions of mindful parenting and parent–child relationships (positive and negative aspects) to children’s executive function. The study sample consisted of 354 children (192 girls) between 31 and 101 months (M = 66.65, SD = 15.88) and their parents from relatively low socioeconomic backgrounds. Parents reported mindful parenting, parent–child relationships, and children’s executive function. Findings from the structural equation model indicated that higher levels of mindful parenting and positive parent–child relationships were associated with higher levels of children’s executive function. In contrast, a negative parent–child relationship was related to lower levels of executive function. Additionally, mindful parenting was indirectly related to children’s executive function through the parent–child relationship. Findings from the current study underlined the importance of mindful parenting for both parent–child relationships and children’s executive function. In detail, parents who are better at being present with their children and utilizing mindful discipline may exhibit more warmth and supportive relationships with their children. Consequently, positive relationships could lead children to display higher cognitive abilities, including executive function.