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

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dc.authorid0000-0003-4007-5691
dc.authorid0000-0001-9926-4345
dc.authorid0000-0002-0454-2160
dc.contributor.authorAcar, İbrahim Hakkıen_US
dc.contributor.authorHamamcı, Beyzaen_US
dc.contributor.authorBostancı, Selenen_US
dc.date.accessioned2026-05-05T08:26:39Z
dc.date.available2026-05-05T08:26:39Z
dc.date.issued2026-04-19
dc.departmentIşık Üniversitesi, Lisansüstü Eğitim Enstitüsü, Klinik Psikoloji Yüksek Lisans Programıen_US
dc.departmentIşık University, School of Graduate Studies, Master’s Program in Clinical Psychologyen_US
dc.description.abstractMindful 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.en_US
dc.description.versionPublisher's Versionen_US
dc.identifier.citationAcar, İ. H., Hamamcı, B. & Bostancı, S. (2026). Contributions of mindful parenting and parent–child relationships to children’s executive function: a structural equation model. Psychological Studies, 1-12. doi:https://doi.org/10.1007/s12646-026-00881-6en_US
dc.identifier.doi10.1007/s12646-026-00881-6
dc.identifier.endpage12
dc.identifier.issn0033-2968
dc.identifier.issn0974-9861
dc.identifier.scopus2-s2.0-105036416222
dc.identifier.scopusqualityQ3
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/11729/7375
dc.identifier.urihttps://doi.org/10.1007/s12646-026-00881-6
dc.identifier.wosWOS:001743153400001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakEmerging Sources Citation Index (ESCI)en_US
dc.institutionauthorBostancı, Selenen_US
dc.institutionauthorid0000-0002-0454-2160
dc.language.isoenen_US
dc.peerreviewedYesen_US
dc.publicationstatusPublisheden_US
dc.publisherSpringeren_US
dc.relation.ispartofPsychological Studiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectChild executive functionen_US
dc.subjectMindful parentingen_US
dc.subjectParent–child relationshipen_US
dc.subjectInventory Chexien_US
dc.subjectPreschoolen_US
dc.subjectAssociationen_US
dc.subjectAntecedentsen_US
dc.subjectStrategiesen_US
dc.subjectFamiliesen_US
dc.subjectBehavioren_US
dc.subjectMotheren_US
dc.subjectSkillsen_US
dc.titleContributions of mindful parenting and parent–child relationships to children’s executive function: a structural equation modelen_US
dc.typeArticleen_US
dspace.entity.typePublicationen_US

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