Emerging conceptual frameworks identify executive functions as a potential explanatory variable in determinants of parenting, and a growing body of research has demonstrated associations between executive functions and parenting behaviors. Toward this end, the current study employs a process model investigating how maternal executive functions (working memory, inhibitory control, and set shifting) influence caregiving approaches to discipline, and how parental discipline is associated with children’s school adjustment over time. Additionally, this research represents one of the first attempts to understand the specific processes underlying a parents’ ability to take on a scaffolding approach within discipline scenarios. This sample consisted of 243 socioeconomically and ethnically diverse mothers and their 5–6 year old children. Multi-informant methods were used to assess constructs. Results showed that maternal inhibitory control was associated with greater use of scaffolding discipline, which was in turn related to higher levels of children’s school engagement and more positive teacher–child relationships one year later. Results are interpreted within an ecological framework regarding the role that parental neurocognitive functioning has on children’s adjustment outcomes. This research has implications for better understanding which aspects of parenting would be ideal targets when developing interventions to aide children in their adjustment to formal schooling.

新兴的概念框架将执行功能确定为育儿决定因素的潜在解释变量，并且越来越多的研究表明执行功能与育儿行为之间存在关联。为此，当前的研究采用了一种过程模型，研究母亲的执行功能（工作记忆，抑制性控制和设定转变）如何影响照料的管教方式，以及父母的管教如何与儿童随时间的学校调整相关联。此外，这项研究是了解父母在纪律情景中采用脚手架方法的能力的特定过程的首次尝试之一。该样本由243个社会经济和种族差异的母亲及其5-6岁的孩子组成。多信息方法用于评估构建体。结果表明，母体抑制控制与脚手架纪律的更多使用有关，而脚手架纪律反过来又与一年后孩子们的学校参与程度和更积极的师生关系有关。在有关父母神经认知功能对儿童适应结局的作用的生态框架内，对结果进行了解释。这项研究对更好地理解育儿的哪些方面将是理想的目标，当制定干预措施以帮助儿童适应正规学校教育时，具有潜在的意义。反过来，这又与一年后孩子们在学校的参与程度更高以及更积极的师生关系有关。在有关父母神经认知功能对儿童适应结局的作用的生态框架内，对结果进行了解释。这项研究对更好地理解育儿的哪些方面在制定干预措施以帮助儿童适应正规学校教育方面的理想目标具有启示。反过来，这又与一年后孩子们在学校的参与程度更高以及更积极的师生关系有关。在有关父母神经认知功能对儿童适应结局的作用的生态框架内，对结果进行了解释。这项研究对更好地理解育儿的哪些方面将是理想的目标，当制定干预措施以帮助儿童适应正规学校教育时，具有潜在的意义。