Unstructured Zitierung

Abaszadeh H., Amani M., & Pordanjani T.R. (2024). The relationship between motivatio- nal-cognitive variables, academic self-efficacy of students mediated by parent’s educational expectations, parent-child interaction, and teacher-student interaction. Learning and Motiva- tion, 86, 101983.

https://doi.org/10.1016/j.lmot.2024.101983

Unstructured Zitierung

Abidin R.R. (1990). Introduction to the special issue: The stresses of parenting. Journal of clinical child psychology, 19(4), 298–301.

https://doi.org/10.1207/s15374424jccp1904_1

10.1449/7382

Unstructured Zitierung

Baumrind D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1, Pt.2), 1–103.

https://doi.org/10.1037/h0030372

Unstructured Zitierung

Blair B.L., Gangle M.R., Perry N.B., O’Brien M., Calkins S.D., Keane S.P., & Shana- han L. (2016). Indirect effects of emotion regulation on peer acceptance and rejection: The roles of positive and negative social behaviors. Merrill-Palmer Quarterly, 62(4), 415–439.

https://doi.org/10.13110/merrpalmquar1982.62.4.0415

Unstructured Zitierung

Blossom J.B., Fite P.J., Frazer A.L., Cooley J.L., & Evans S.C. (2016). Parental psy- chological control and aggression in youth: The moderating effect of emotion dysregula- tion. Journal of Applied Developmental Psychology, 44, 12–20.

https://doi.org/10.1016/j.appdev.2016.02.006

Unstructured Zitierung

Bowlby J. (1969). Attachment and loss. Vol.1: Attachment. New York: Basic Books. Bowlby J. (1982). Attachment and loss: retrospect and prospect. American journal of Orthopsychiatry, 52(4), 664–678.

https://doi.org/10.1111/j.1939-0025.1982.tb01456.x

Unstructured Zitierung

Camisasca E., Di Blasio P., & Ardino V. (2010). Comportamenti di internalizzazione ed esternalizzazione nei bambini: Il ruolo dello stress materno e degli stili educativi. Età Evo- lutiva, 97, 34-53.

Unstructured Zitierung

Carter C.S., Botvinick M.M., & Cohen J.D. (1999). The contribution of the anterior cingu- late cortex to executive processes in cognition. Reviews in the Neurosciences, 10(1), 49–58.

https://doi.org/10.1515/REVNEURO.1999.10.1.49

Unstructured Zitierung

Coniglio M., Chiapale M., Nonpenso C., Soriano V., & Costantino M.A. (2017). Appli- cazione del Questionario QBS-G 8-13 all’interno del gruppo “Formiamoci ed informiamo- ci” rivolto ai genitori di bambini DSA della Neuropsichiatria Infantile. Poster presentato al XXVI Congresso Nazionale AIRIPA, Conegliano.

Unstructured Zitierung

Cortés Pascual, A., Moyano Muñoz, N., & Quílez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582.

https://doi.org/10.3389/fpsyg.2019.01582

Unstructured Zitierung

Devine R.T., & Hughes C. (2014). Relations between false belief understanding and exe- cutive function in early childhood: A meta-analysis. Child Development, 85(5), 1777–1794.

https://doi.org/10.1111/cdev.12237

Unstructured Zitierung

Diamond A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

https://doi.org/10.1146/annurev-psych-113011-143750

Unstructured Zitierung

Featherston R., Barlow J., Song Y., Haysom Z., Loy B., Tufford L., & Shlonsky A. (2024). Mindfulness-enhanced parenting programmes for improving the psychosocial outco- mes of children (0 to 18 years) and their parents. Cochrane Database of Systematic Reviews, 1(1), CD012445.

https://doi.org/10.1002/14651858.CD012445.pub2

Unstructured Zitierung

Flynn E. (2007). The role of inhibitory control in false belief understanding. Infant and Child Development, 16(1), 53–69.

https://doi.org/10.1002/icd.500

Unstructured Zitierung

Harter S. (2012). Self-perception profile for adolescents: Manual and questionnaires. Denver, CO: Univeristy of Denver, Department of Psychology. https://psycnet.apa.org/doi/10.1037/t05703-000

Unstructured Zitierung

Harter S. (2015). The construction of the self: Developmental and sociocultural founda- tions. New York: Guilford Publications.

Unstructured Zitierung

Hendry A., Jones E., & Charman T. (2016). Executive function in the first three years of life: Precursors, predictors and patterns. Developmental Review, 42, 1–33.

https://doi.org/10.1016/j.dr.2016.06.005

Unstructured Zitierung

Hill D. (2017). Teoria della regolazione affettiva. Un modello clinico. Milano: Raffaello Cortina Editore.

Unstructured Zitierung

Homayoon M.N., & Almasi M. (2021). The Role of Family Communication Patterns and Parenting Styles in the Self-Esteem of Students with Learning Disabilities. Journal of Fa- mily Relations Studies, 1(2), 17–27.

Unstructured Zitierung

Imbasciati A., & Cena L. (2015). Psicologia Clinica Perinatale per gli operatori sanitari e psicosociali. Vol. II - Genitorialità e origine della mente del bambino. Milano: Franco Angeli.

Unstructured Zitierung

Koskulu-Sancar S., van de Weijer-Bergsma E., Mulder H., & Blom E. (2023). Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. Developmental Review, 64, 10163.

https://doi.org/10.1016/j.dr.2022.101063

Unstructured Zitierung

Levy K.N., Ellison W.D., Scott L.N., & Bernecker S.L. (2010). Attachment style. Journal of Clinical Psychology, 67(2), 193–203.

https://doi.org/10.1002/jclp.20756

Unstructured Zitierung

Maccoby E.E. (1994). The role of parents in the socialization of children: An historical overview. In: Parke R.D., Ornstein P.A., Rieser J.J., & Zahn-Waxler C. (Eds.), A century of developmental psychology. Washington: American Psychological Association (pp. 589–615).

https://doi.org/10.1037/10155-021

Unstructured Zitierung

Madigan S., Oatley H., Racine N., Fearon R., Schumacher L., Akbari E., & Tarabulsy

Unstructured Zitierung

G. (2018). A meta-analysis of maternal prenatal depression and anxiety on child socioemo- tional development. Journal of the American Academy of Child & Adolescent Psychiatry, 57(9), 645–657.

https://doi.org/10.1016/j.jaac.2018.06.012

10.2307/333382

Unstructured Zitierung

Main M., Solomon J., Brazelton T.B., & Yogman M.W. (1986). Affective development in infancy. Norwood, NJ: Ablex.

Unstructured Zitierung

Marek S., & Dosenbach N.U. (2022). The frontoparietal network: Function, electrophysio- logy, and importance of individual precision mapping. Dialogues in Clinical Neuroscience, 20(2), 133–140.

https://doi.org/10.31887/DCNS.2018.20.2/smarek

Unstructured Zitierung

Metwally A.M., Salah El-Din E.M., Shehata M.A., Shaalan A., El Etreby L.A., Kan- deel W.A., & Rabah T.M. (2016). Early life predictors of socio-emotional development in a sample of Egyptian infants. PLoS One, 11(7), e0158086.

https://doi.org/10.1371/journal.pone.0158086

10.1177/096372141142945

Unstructured Zitierung

Moses L.J., Carlson S.M., & Sabbagh M.A. (2005). On the specificity of the relation between executive function and children’s theories of mind. In: Schneider W., Schumann- Hengsteler R., & Sodian B. (Eds.), Young children’s cognitive development: Interrela- tionships among executive functioning, working memory, verbal ability, and theory of mind. Mahwah: Lawrence Erlbaum Associates Publishers (pp. 131–145).

Unstructured Zitierung

Nordahl D., Rognmo K., Bohne A., Landsem I.P., Moe V., Wang C.E.A., & Hoifodt R.S. (2020). Adult attachment style and maternal-infant bonding: the indirect path of parenting stress. BMC psychology, 8(1), 58.

https://doi.org/10.1186/s40359-020-00424-2

Unstructured Zitierung

Parsa N., Yaacob S. N., Parsa P., & Esmaeili N.S. (2014). Parental attachment, inter-pa- rental conflict and late adolescent’s self-efficacy. Asian Social Science, 10(8), 123.

https://doi.org/10.5539/ass.v10n8p123

Unstructured Zitierung

Posada G., Waters E., Vaughn B.E., Pederson D.R., & Moran G. (2021). Mary Ainsworth, ethology, and maternal sensitivity. In: Waters E., Vaughn B.E., & Waters H.S. (Eds.), Measuring attachment: Developmental assessment across the life-span. New York: Guilford (pp. 1–38).

Unstructured Zitierung

Pellisier H. (2020). Stress and your child’s brain. Great schools. -- http://www.greatschools.org/gk/articles/how-stress-affects-your-child/ retrieved 2024-04-08

Unstructured Zitierung

Rose-Krasnor L. (1997). The nature of social competence: A theoretical review. Social De- velopment, 6(1), 111–135.

https://doi.org/10.1111/1467-9507.00029

Unstructured Zitierung

Sabbagh M.A., Xu F., Carlson S.M., Moses L.J., & Lee K. (2006). The development of executive functioning and theory of mind: A comparison of Chinese and US preschoolers. Psychological science, 17(1), 74–81.

https://doi.org/10.1111/j.1467-9280.2005.01667.x

Unstructured Zitierung

Seim A.R., Jozefiak T., Wichstrøm L., Lydersen S., & Kayed N.S. (2021). Self-esteem in adolescents with reactive attachment disorder or disinhibited social engagement disorder. Child Abuse & Neglect, 118, 105141.

https://doi.org/10.1016/j.chiabu.2021.105141

10.1097/YCO.000000000000081

Unstructured Zitierung

Sheffield J.M., Repovs G., Harms M.P., Carter C.S., Gold J.M., MacDonald A.W. III, Ragland J.D., Silverstein S.M., Godwin D., & Barch D.M. (2015). Frontoparietal and cingulo-opercular network integrity and cognition in health and schizophrenia. Neuropsy- chologia, 73, 82–93.

https://doi.org/10.1016/j.neuropsychologia.2015.05.006

Unstructured Zitierung

Shore A. (1994). Affect Regulation and the origin of the self: the neurobiology of emotional development. Hillsdale, NJ: Erlbaum.

Unstructured Zitierung

Siegel D.J. (1999). La Mente Relazionale: Neurobiologia dell’Esperienza Interpersonale. Milano: Raffaello Cortina.

Unstructured Zitierung

Slot P.L., & Von Suchodoletz A. (2018). Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other?. Early Childhood Research Quarterly, 42, 205–214.

https://doi.org/10.1016/j.ecresq.2017.10.005

Unstructured Zitierung

Venuti P., Rigo P., & Simonelli A. (2018). Basi biologiche della Funzione Genitoriale: Condizioni Tipiche e Atipiche. Milano: Raffaello Cortina.

Unstructured Zitierung

Von Soest T., Wichstrøm L., & Kvalem I.L. (2016). The development of global and do- main-specific self-esteem from age 13 to 31. Journal of Personality and Social Psychology, 110(4), 592.

https://doi.org/10.1037/pspp0000060

Unstructured Zitierung

Wei W., Lu W.-T., Huang M.-M., & Li Y. (2023). Revisiting the relationship between ma- ternal parenting behaviors and executive functions in young children. Effect of measurement methods. Frontiers in Psychology, 14, 985889.

https://doi.org/10.3389/fpsyg.2023.985889

Unstructured Zitierung

Williams G.V., & Goldman-Rakic P.S. (1995). Modulation of memory fields by do- pamine D1 receptors in prefrontal cortex. Nature, 376(6541), 572–575.

https://doi.org/10.1038/376572a0

Unstructured Zitierung

Winnicott D.W. (1947). The Maturational Processes and the Facilitating Environment. London: The Hogarth Press and the Institute of Psycho-Analysis

Unstructured Zitierung

Zajicek-Farber M., Mayer L., & Daughtery L. (2012). Connections among parental mental health, stress, child routines, and early emotional behavioral regulation of preschool children in low-income families. Journal of the Society for Social Work and Research, 3(1), 31–50.

https://doi.org/10.5243/jsswr.2012.3

Unstructured Zitierung

Zelazo P.D., & Müller U. (2011). Executive function in typical and atypical development. In: Goswami U. (Ed.), Handbook of childhood cognitive development. Hoboken: Wiley- Blackwell (pp. 574–603).

https://doi.org/10.1002/9781444325485.ch22