유아의 인지적 실행기능과 모의 상호작용 양상 및 특성 간 관계 = Maternal interaction behaviors and the development of executive functions among Korean preschoolers

다국어 초록 (Multilingual Abstract)

This study aimed to investigate associations between maternal interaction behaviors during a mother-child joint puzzle activity and preschool-age children’s executive functions. Eighty mother-child dyads were recruited from 10 preschools located in Seoul. Mother-child interactions during the puzzle activity were videotaped and the first 610 seconds of 78 dyads’ interactions were analyzed: two dyads were excluded from the analysis due to data loss from technical problems. The frequencies of maternal cognitive scaffolding, emotional scaffolding, and directive and controlling behaviors during the interactions were coded and the overall maternal autonomy support was rated based on a 5-point likert scale. Latent Profile Analysis of maternal interaction behaviors revealed two profiles groups: one characterized by higher levels of directive/controlling behaviors and lower levels of autonomy supportive behaviors; the other lower levels of directive/controlling behaviors and higher levels of autonomy supportive behaviors. Regression analyses using the profile group (a dummy variable) as a predictor variable showed that children of the autonomy supportive profile group displayed significantly higher performances on working memory and attention shifting tasks than those of the directive/controlling profile group. Also, in regression analyses using maternal interaction behaviors as predictor variables, the higher rating of maternal autonomy support and the higher frequency of cognitive scaffolding behaviors during the puzzle activity were found to predict higher levels of children’s attention shifting and working memory respectively, even when controlling for child’s age. Maternal directive/controlling behaviors were associated with lower levels of working memory. The study findings reinforce the importance of mothers’ providing cognitive stimulations in ways that support children’s autonomy in order to promote their executive functions.

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