The Influence of Fathers' Warm Parenting Behavior in Infancy on Children's School Adjustment: A Comparison of the Single Mediation Effect and the Dual Mediation Effect of Self-Esteem and Executive Function

This study examines the mediating effects of self-esteem and executive function in the relationship between father’s warm parenting behavior and children’s school adjustment, comparing the single and sequential mediation models. Data from the Korean Children’s Panel (7th wave at age 6, 8th wave at age 7, and 9th wave at age 8), including 841 children (431 boys, 410 girls) along with parent and teacher evaluations, were analyzed. Path analysis revealed that father’s warm parenting behavior at age 6 did not directly affect school adjustment in second grade but had an indirect positive effect through self-esteem (1st grade) and executive function (1st grade). The single mediation model confirmed pathways through self-esteem or executive function, while the sequential mediation model validated a two-step process where self-esteem influenced executive function, which in turn affected school adjustment. The sequential mediation model showed superior fit, suggesting that self-esteem and executive function together provide a more precise explanation of school adjustment. This study highlights the long-term impact of father’s parenting on school adjustment through psychological and cognitive development.