The Apple Does Not Fall Far: Stable Predictive Relationships Between Parents' Ratings of Their Own and Their Children’s Self-Regulation Abilities

Abstract

Self-regulation is a critical skill that influences children's academic, social, and emotional development. This study investigates the stability and predictive relationships between parents' ratings of their own and their children's self-regulation abilities, focusing on executive function and delay aversion due to their strong association with cognitive and emotional control processes. Using data from 1700 families collected during the COVID-19 pandemic, we employed hierarchical structural equation models and cross-lagged panel models to analyze the temporal stability and directional influences of self-regulation assessments. Our analysis revealed a substantial latent correlation (r = 0.48, p < 0.001) between parents' and children's executive function problems, indicating a shared variance of approximately 23%. Significant cross-lagged effects were found, with parental executive function at T1 predicting child executive function at T2 (β = 0.16, p = 0.004). For delay aversion, we found a latent correlation of r = 0.50 (p < 0.001) and significant within-timepoint and temporal stability, but no cross-lagged effects. These findings suggest that higher levels of executive function problems reported by parents at T1 correspond to an increased perception of similar problems in their children at T2. This highlights the importance of parental self-perception in assessing children's abilities, aligning with Murphey's model that parental beliefs influence child outcomes. Our results underscore the significance of considering family dynamics in interventions aimed at promoting self-regulation in children. By understanding the interplay between parental and child self-regulation, researchers and practitioners can design more effective, individualized interventions to promote positive developmental outcomes.