摘要：Objective: The main purposes of this study were to examine the effects of maternal parenting behavior on preschoolers’ theory of mind and to explore the role of executive function in the process. Methods: A total of 403 preschoolers between the ages of 3 and 5 years and their mothers participated in this study. Mothers responded to a questionnaire that included items from Parenting Behavior Scale, Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P), and Children's Social Understanding Scale (CSUS). Results: Results indicated that maternal parenting behavior did not have a direct effect on preschoolers’ theory of mind. In contrast, the indirect effect of maternal parenting behavior on preschoolers’ theory of mind through executive function was significant. In other words, positive parenting behavior led to higher levels of executive function, and as the level of preschooler's executive function was higher, the preschoolers showed higher levels of theory of mind. Conclusion: The findings indicate that in addition to laboratory assessments of performance of executive function and theory of mind, parent-report measures may be useful as an additional source of information about individual differences in executive function and theory of mind. The relations between executive function and theory of mind during the preschool period and their developmental origins are highlighted in the discussion.
关键词：maternal parenting behavior;executive function;theory of mind
