The Sequential Mediation Effect of Children’s Happiness and Media Device Addiction on the Relationship between Mothers’ Happiness and Children’s Executive Function Difficulty

Abstract

Objectives: This study examined the relationship between mothers' happiness and children's executive function difficulty, focusing on the sequential mediational role of children's happiness and media device addiction. Methods: This study used data from the 10 th (2017) Panel Study on Korean Children (PSKC). Study participants were 1,366 mothers and their children, all of whom were 9 years old. Data analysis was performed using SPSS 21.0 and SPSS macro. Results: First, mothers' happiness was found to have a significant direct effect on children's executive function difficulty. Second, both children's happiness and media device addiction were significant single mediator on the relationship between mothers' happiness and children's executive function difficulty. Third, the indirect path linking mothers' happiness and children's executive function difficulty through children's happiness and media device addiction was significant, and the sequential mediational model was supported. Conclusion: This study revealed that mother's happiness, children's happiness, and media device addiction should all be taken into consideration when explaining executive function difficulties in children. Specifically, the strategy to improve children's ability to self-regulate their media device use by promoting their happiness through improving mothers' happiness will help improve problematic executive function. These findings may contribute to the development of an integrated intervention plan to improve the executive function of school-age children.

The Reciprocal Longitudinal Relationship between Executive Dysfunction and Happiness in Korean Children

“…Our findings are consistent with prior research on the effects of EF on socio-emotional functions [10,13,16,17] and behavioral problems [3,9,14,15]. In addition, the results are consistent with the literature on the effects of emotion on EF [20,26], particularly positive emotions [14,30,32]. The findings also provide additional empirical evidence to support the broaden-and-build theory of positive psychology.…”

“…For instance, Ferrier and his colleagues showed that the observational ratings of EF six months later also influenced emotionality in a sample of preschoolers, suggesting the importance of earlier positive emotions on complex cognitive processes [27]. In a sample of Korean children, Lee et al found that children's happiness significantly predicted EF [30]. Kwon et al also showed that children's general happiness was a significant predictor of EF, even when controlling for their self-esteem and internal and external problem behaviors [31].…”