The Mediating Effect of Executive Dysfunction in the Relationship between School Adaptation in Early Adolescence and Parental Attachment and Democratic Parenting Behavior in School-age

Objective: This study was conducted to verify the mediating effect of executive function difficulties in the relationship between school adaption in early adolescence and children’s parental attachment and democratic parenting behavior in school-age. Methods: Data of 9-year-olds from the 11th (2018) to 12-year-olds from the 14th (2021) Panel Study on Korean Children were used to extract variable data that fit the purpose of this study. Descriptive statistics were performed using SPSS 21.0, and AMOS 21.0 was used to analyze correlation, structural equation modeling, and mediating effects through bootstrapping to verify the research hypothesis model. Results: First, school-age children’s attachment to their parents had a direct positive effect on school adaptation in early adolescence, but parents’ democratic parenting behavior did not. Second, executive function fully mediated the relationship between democratic parenting behavior and school adaptation, and partially mediated the effect of parental attachment on school adaption. Conclusion: Executive function, secure parental attachment, and democratic parenting behavior in school-age children tended to reduce executive function difficulties in early adolescence. These results are discussed in terms of need to develop parent education programs to increase attachment to parents and teach desirable parenting behaviors. Also discussed to provide continuous and systematic guidance and education on the importance of executive function to parents.