Developing an Early Academic Ability Model based on Parenting Styles and Attachment Styles based on the Mediating Role of Executive Functions and the Role of Gender Adjustment in Preschool Children

The aim of this study was to develop an early academic ability model based on parenting styles and attachment with the mediating role of executive functions and the role of gender adjustment in preschool children.

The research method is cross-sectional correlation. The statistical population of this study consisted of all mothers and preschool children of boys and girls in Yazd in 1398, from which 700 people (350 girls and 350 boys) were selected by multi-stage cluster sampling. In this study, the tools of early academic ability, children's attachment, parenting styles, and for executive functions, the Wisconsin card classification test were used, all of which had acceptable validity and reliability. SPSS-V23 and Lisrel-V8.8 software were used to analyze the data. Structural equation modeling was also used to answer the research hypotheses.

The research findings showed that the model has a good fit. The results showed that the early academic ability model is based on parenting styles and attachment styles in preschool children. The results showed that the early academic ability model is appropriate based on parenting styles and attachment styles based on the mediating role of executive functions in preschool children (boys and girls).

The results also showed that gender has a moderating role. Therefore, paying attention to the mentioned variables in designing more appropriate therapies will help researchers and therapists in preschool children