Mommy and me: How the relationship between maternal affect and infant temperament predicts executive function development and academic achievement

WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
Nina Andre (Creator)
Western Carolina University (WCU )
Web Site:
Alleyne Broomell

Abstract: Infancy is a crucial period of development when children’s experiences are shaped by both their internal traits and external circumstances. These influential factors shape the foundation of executive function abilities that can impact future outcomes, including academic achievement. The focus of this study was the interaction between infant temperament and maternal positive affect predicting later executive function (EF) skills and academic achievement. Data on the target variables were collected from 304 infants at 10-months, and subsequently at 48-months, and 9-years, and EF was assessed using both parent report and behavioral measures. Results indicated a significant relationship between infant negative affect and later EF, but not maternal positive affect nor an interaction between the variables. Measures of EF did not show a significant path from EF to math or reading achievement, but post-hoc analyses using separate models considering only task measures of EF did support a significant path from EF to academic achievement. Practical applications and future directions are discussed.

Additional Information

Language: English
Date: 2021
academic achievement, executive function, infancy, positive affect, temperament
Mother and infant
Developmental psychology
Academic achievement

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