The Influence of Parenting Style on the Development of Executive Functions in Elementary School Children Based on a Neuroscience Perspective
Keywords:
Parenting, Executive Function, Neuroscience, Family EducationAbstract
The urgency of this study stems from the increasing need to understand the contribution of the family environment to the development of executive functions in primary school children, in line with social dynamics and 21st century learning challenges. This study aims to analyse the influence of parenting styles on children's executive functions from a neuroscience perspective, with a focus on assessing the varying influences of each parenting pattern. The research method used a quantitative approach with a quasi-experimental design. Data collection was conducted through executive function tests and statistical analysis using ANOVA tests in SPSS. The results showed that authoritative parenting styles had the most positive influence on the development of executive functions, while neglectful parenting styles produced the lowest scores, with statistically significant differences. These findings contribute to strengthening the literature on the correlation between parenting and neurocognitive functions while offering practical implications for families and educational institutions to implement adaptive and supportive parenting patterns. In conclusion, this study emphasises the importance of family and school collaboration in stimulating children's self-regulation abilities and recommends further research with a longitudinal design and broader contextual coverage.
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