Mediational Role of Executive Functions on Parental Style and Anxiety and Depression Symptoms in Adolescents From Different Vulnerability Environments: A Cross‐Sectional Study.
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| Title: | Mediational Role of Executive Functions on Parental Style and Anxiety and Depression Symptoms in Adolescents From Different Vulnerability Environments: A Cross‐Sectional Study. |
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| Authors: | Carballo-Márquez, Anna (AUTHOR), Ampatzoglou, Aikaterini (AUTHOR), Rojas-Rincón, Juliana (AUTHOR), Fernández-Cardellach, Cristina (AUTHOR), Garcia-Casanovas, Anna (AUTHOR), Fernández-Capo, María (AUTHOR), Gámiz-Sanfeliu, María (AUTHOR), Garolera, Maite (AUTHOR), Porras-Garcia, Bruno (AUTHOR), Choudhury, Samraggi (AUTHOR) |
| Source: | Depression & Anxiety (1091-4269). 8/20/2026, Vol. 2026, p1-14. 14p. |
| Subjects: | Executive function, Parenting, Mental health, Cognitive flexibility, Teenagers, Anxiety, Socioeconomic status, Mental depression |
| Abstract: | Executive functions (EFs) and parental styles are key determinants of adolescent mental health. This study investigates the mediating role of EFs in the relationship between parenting styles (communicative, hostile, and neglectful) and anxiety and depression symptoms in a sample of 165 adolescents (50.9% boys and 49.1% girls) from 12 to 16 years old (mean age 13.29) from schools with varying socioeconomic vulnerability levels. Participants completed the Child's Report of Parental Behavior Inventory, the Behavior Rating Inventory of Executive Function 2 and the Revised Child Anxiety and Depression Scale. The results show that adolescents in high‐vulnerability schools exhibit significantly higher anxiety and depression symptoms and perceive lower parental communication from both mothers and fathers compared to those in low‐vulnerability schools. No significant differences were observed in EFs difficulties based on school vulnerability. Regression analyses indicate that parental communication predicts lower levels of anxiety and depression symptoms, whereas paternal neglect emerges as a specific risk predictor. Mediation models reveal that EFs deficits, specifically in cognitive flexibility and working memory, serve as the primary mechanism linking parenting styles to emotional adjustment. These findings underscore the importance of parental communication as a secure environment that may foster not only cognitive development but also mentalization (or reflective functioning). We conclude that school‐based interventions should prioritize EFs training as an equity‐based tool to protect the well‐being of adolescents in high‐vulnerability settings. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Executive functions (EFs) and parental styles are key determinants of adolescent mental health. This study investigates the mediating role of EFs in the relationship between parenting styles (communicative, hostile, and neglectful) and anxiety and depression symptoms in a sample of 165 adolescents (50.9% boys and 49.1% girls) from 12 to 16 years old (mean age 13.29) from schools with varying socioeconomic vulnerability levels. Participants completed the Child's Report of Parental Behavior Inventory, the Behavior Rating Inventory of Executive Function 2 and the Revised Child Anxiety and Depression Scale. The results show that adolescents in high‐vulnerability schools exhibit significantly higher anxiety and depression symptoms and perceive lower parental communication from both mothers and fathers compared to those in low‐vulnerability schools. No significant differences were observed in EFs difficulties based on school vulnerability. Regression analyses indicate that parental communication predicts lower levels of anxiety and depression symptoms, whereas paternal neglect emerges as a specific risk predictor. Mediation models reveal that EFs deficits, specifically in cognitive flexibility and working memory, serve as the primary mechanism linking parenting styles to emotional adjustment. These findings underscore the importance of parental communication as a secure environment that may foster not only cognitive development but also mentalization (or reflective functioning). We conclude that school‐based interventions should prioritize EFs training as an equity‐based tool to protect the well‐being of adolescents in high‐vulnerability settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10914269 |
| DOI: | 10.1155/da/1162692 |
