Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/18649
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dc.contributor.authorTOOR, HAFSA KHALIL-
dc.date.accessioned2022-07-06T05:21:40Z-
dc.date.available2022-07-06T05:21:40Z-
dc.date.issued2022-
dc.identifier.urihttp://hdl.handle.net/123456789/18649-
dc.description.abstractThere are limited numbers of research on executive function of preschoolers in a non-western context such as Pakistan. Therefore, the present study attempted to determine the role of early relational experiences of maternal, paternal and teacher mental state talk and the quality of parenting on the developing executive functioning skills. The present research primarily comprised of two studies. Study I comprised on finalization and try out of the study instruments through three successive phases. In phase I, verbal instructions of the Executive Function Touch Battery (Willoughby et al., 2012) to measure the executive function of the preschoolers was translated into Urdu Language. In Phase II, Indigenous picture story books (Nayar, 2010, 2017; Nazar, 2010) were selected and modified for the assessment of maternal paternal and teacher mental state talk (cognition, emotion, desire). In phase III, two independent tryouts were carried out, first, the tryout of the executive function touch battery was carried out at schools with the preschoolers (N=30). Besides, their parents (N=30) were contacted for the assessment of quality of parenting using two subscales of HOME inventory (Caldwell & Bradley, 1984). Second, the tryout of modified wordless picture story books was carried out with the teacher-preschooler dyads (N= 10) at the school; and father-child, mother-child dyads (N=10+10) at home settings. The results indicate good psychometrics, demonstrating that the preschoolers understood the translated instructions and these can be applicable to a wider sample. Further, the story narrative session showed effectiveness of story books and variation in maternal, paternal, and teacher mental state talk. Study II, the main study determined the feasibility, dimensionality, and validity of each task of the Executive Function Touch Battery using modern testing theory i.e., Item Response Theory (IRT). The sample of the main study was drawn in two phases, the executive function of the preschoolers (N=120; Girls =57, Boys = 63) and their teachers’ (N = 67) mental state talk in story narration session was assessed in school setting from 23 public and private schools. Home visits were made to assess the quality of parenting and maternal and paternal mental state talk during two independent mother-child and father-child story narration sessions. The rating on quality of task supported the feasibility and performance matrices of the direct ix assessment of the preschoolers. Moreover, the results demonstrated the unidimensionality of the EF touch battery. Further, Test Information Curves in IRT showed the item characteristics of each item on all the tasks of the battery, and shows how the reliability varies as a function on level of ability of the preschoolers. Besides, it graphically presented the efficiency and precision of executive function touch battery over the range of latent ability of the preschoolers. Noteworthy, the Differential Item Functioning presented that overall tasks of the executive function touch battery exhibited no measurement invariance i.e., battery works equivalent for preschoolers living in low and middle household income. The present research extends the past findings by comparing the three significant contributors of maternal, paternal and teachers’ mental state talk with the preschoolers. The Cohen Kappa values for the three talks were found to be substantial. The research revealed that father, mother and teacher not only differ in terms of content of mental state talk (cognition, emotion, desire) but also in frequency with which they employ mental state terms. Pakistani mother converse more frequently than teacher and father but there found no parental difference when accounting for proportion of mental state talk employed by father and mother of the preschoolers. However, contrary to the expectations the teachers were found to employ less mental state talk than father and mothers. Moreover, the mother employs more emotional terms, whilst teachers and father employ more cognitive terms while interacting with the preschoolers. One of the key findings of the present research indicated that along with the covariates of preschooler age, and mother education; the maternal, paternal mental state talk and quality of parenting contributed to the executive function skills of the preschooler. Moreover, the quality of parenting moderates the relationship between mother’s mental state talk and preschoolers’ executive functioning. The teacher mental state talk and years of experience contributed to executive function but their contribution in the presence of maternal and paternal input may not be significant. Additionally, the results showed that girls outperformed the boys on executive function tasks, older preschoolers performed better on the executive function tasks; and the preschoolers from low household income performed poorly as compared to preschoolers from better income household. Also, father and mother with more educational qualification and better monthly household income employed more mental state talk with their x children, and they talk more frequently with the girls as compared to boys. Besides, in Pakistan, most of the father and mother are involved in storytelling practice with or without books than assumed. The present research concurs with the need to study the contribution of familial factors to assess their children’s executive function. The theoretical and practical implications of the research findings for language and parenting input on child’s executive function are discussed.en_US
dc.language.isoenen_US
dc.publisherQuaid-i-Azam University Islamabaden_US
dc.subjectPsychologyen_US
dc.titleEarly Executive Function of Preschoolersen_US
dc.title.alternativeRole of Maternal, Paternal and Teachers’ Mental State Talk and Quality of Parentingen_US
dc.typeThesisen_US
Appears in Collections:Ph.D

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