摘要：Objectives: To increase specificity in the influence of children’s characteristics when interacting with the environment, we aimed to test 1) whether gender has a moderating effect in the relationship between parenting behaviors and preschoolers’ attention problems; and 2) whether this moderating effect varies by level of cool and hot Executive Function (EF). Methods: A sample of 301 mothers and 4 to 6 year old children participated in the present study. Mothers reported on their parenting behaviors and their children’s attention problems, and the children’s executive function were assessed through behavioral tasks done by children. Data were analyzed using SPSS and PROCESS macro. Results: The differential effects of parenting behaviors on children’s attention problems depending on gender and levels of cool EF·hot EF were found. Limit-setting parenting behaviors were negatively associated with attention problems of girls with low levels of hot EF but, interestingly, positively associated with the attention problems among girls with high levels of cool EF. Whereas rejection/ neglectful parenting increased the attention problems of boys with low and medium levels of cool EF, rejection/neglectful parenting reduced the attention problems of girls with high levels of cool EF. Additionally, overprotective/permissive parenting behaviors increased the attention problems of girls with low levels of hot EF. Conclusion: The present study suggests potential implications for theories and practices to better support parents in order to prevent children’s attention problems during transition to school by understanding the differential susceptible effects of children’s protective or vulnerable factors.
