About this srcd poster session

---

Panel information
Panel 1. Attention, Learning, Memory

Abstract

---

Emerging evidence suggests that parental reflective functioning (PRF) and parent executive functioning (EF) play unique but related roles in influencing parenting behaviors (Gordo et al; 2020; Stuhrmann et al., 2022; Shaffer & Obradovic, 2017; Distefano et al., 2018). Parental reflective functioning is known as the caregivers’ capacity to recognize their own mental states and the mental states of their child as well as the recognition of the influence of these mental states on behavior (Luyten et al., 2017; Slade, 2005). Executive functions (EF) are the set of higher-level cognitive processes (inhibition, working memory, and attentional focus) that facilitate goal-directed behavior, including the attainment of caregivers’ daily tasks and interactions with their children (Miyake & Friedman, 2012; Bernier et al., 2010). However, there is a dearth of research examining the associations between PRF and parental EF and how the specific cognitive mechanisms of PRF relate to parental EF, particularly in diverse samples facing poverty. Currently only two studies have shown that parent EF and PRF may be associated (Turner, Wittkowski, & Hare, 2008; Rutherford et al., 2018). This association is important as both the parent RF and the parent EF rely on cognitive processes that impact how parents respond to their children. This study aims to explore and understand the association between parental reflective functioning and parent EF among families with young children and who are living in low-income homes.
Fifty-four parents of children aged 1- to 5-years-old from diverse origin, ethnic, and educational backgrounds participated in this study. Parental reflective functioning was assessed with the Parent Reflective Functioning Questionnaire (PRFQ) rated with 18 items and parental EF was assessed with the Minnesota Executive Function Scale (MEFS).
Significant, although small, associations were found between some aspects of PRF and parent EF. In particular, pre-mentalizing and certainty about mental states were negatively and significantly associated with parent EF. Results suggest that parents who are more aware and acknowledge their children’s mental states (i.e., have higher parental reflective functioning) also have higher parent EF skills. Suggestions for future research building upon these preliminary findings and potential implications for parenting and child outcomes are discussed.

Author information

Author	Role
Dr. Mashael Altwijri, PNU	Presenting author
Holly Hatton-Bowers, UNL	Non-presenting author
Caron Clark, UNL	Non-presenting author
Helen Raikes, UNL	Non-presenting author
Jan Esteraich, UNL	Non-presenting author

⇦ Back to session