RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4947910.22363/2313-1683-2025-22-3-574-592WDNSGLPHENOMENOLOGY OF CHILDHOOD IN CONTEMPORARY CONTEXTSФЕНОМЕНОЛОГИЯ ДЕТСТВА В СОВРЕМЕННЫХ КОНТЕКСТАХResearch ArticleThe Impact of Parental Personality Traits and Parenting Behavior in Assessing the Development of Executive Functions in PreschoolersОсобенности личностных черт и родительского поведения как факторы оценки родителями регуляторных функций дошкольниковhttps://orcid.org/0009-0006-6101-8548DzhansaidovaZhamilia N.ДжансаидоваЖамиля Нурмановна

Junior Researcher

младший научный сотрудник

zhamilyadzhansaidova@yandex.ruhttps://orcid.org/0000-0002-6597-264X36053200600ABA-1083-20225115-4075KornienkoDmitriy S.КорниенкоДмитрий Сергеевич

Sc.D. in Psychology, Senior Researcher

доктор психологических наук, старший научный сотрудник

dscorney@mail.ruhttps://orcid.org/0000-0003-2063-28922568-1314RudnovaNatalia A.РудноваНаталья Александровна

Ph.D. in Psychology, Researcher

кандидат психологических наук, научный сотрудник

rudnova.na@yandex.ruFederal Scientific Center for Psychological and Interdisciplinary ResearchФедеральный научный центр психологических и междисциплинарных исследований0304202622357459203042026Copyright ©; 2026, Dzhansaidova Z.N., Kornienko D.S., Rudnova N.A.Copyright ©; 2026, Джансаидова Ж.Н., Корниенко Д.С., Руднова Н.А.2026Dzhansaidova Z.N., Kornienko D.S., Rudnova N.A.Джансаидова Ж.Н., Корниенко Д.С., Руднова Н.А.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/49479

Executive functions (EFs) in preschool age are significant predictors of cognitive development with long-term effects in adulthood; they are influenced by several factors, including personality traits and socioeconomic status. Recent studies highlight the significant parental influence, especially as parent-reported questionnaires have gained importance in assessing children’s EFs. The aim of this study was to examine the role of parental personality traits and parenting behaviors in assessing the development of EFs in preschool children. The study involved 526 mothers of preschoolers (aged 24-55, M = 36.74, SD = 4.91). The participants completed a survey based on Russian-language versions of the Childhood Executive Functioning Inventory (CHEXI), the Ten-Item Personality Inventory (TIPI-RU) and an item-reduced version of the Comprehensive General Parenting Questionnaire (CGPQ). The study revealed significant associations of parental personality traits and parenting behaviors with assessments of children’s EFs. The parents who rated their children’s EFs more positively demonstrated higher levels of extraversion, conscientiousness and openness, as well as structured and caring parenting, while negative ratings correlated with neuroticism and controlling behaviors. Structured parenting showed a positive association with conscientiousness, extraversion, agreeableness, and openness to experience, but a negative correlation with neuroticism. Caring parenting similarly correlated with conscientiousness and extraversion, while controlling behaviors showed minimal associations with personality traits. These findings highlight the relationship of parental perceptions with personality traits and behaviors, suggesting the need to critically interpret parent-reported assessments of children’s EFs in clinical and educational contexts, emphasizing the value of integrating multiple assessment methods and developing improved instruments that account for parental perception biases.

Регуляторные (исполнительные) функции в дошкольном возрасте являются важными предикторами когнитивного развития не только в детстве, но и во взрослой жизни. В свою очередь, на развитие регуляторных функций влияет множество факторов, включая личностные и средовые. В современных исследованиях также подчеркивается значимость родительского влияния, особенно с учетом того, что в последнее время в диагностике регуляторных функций детей широкое распространение получили методы, основанные на оценках родителей. Цель исследования - изучение вклада личностных черт и родительского поведения в оценку развития регуляторных функций у их детей. В исследовании приняли участие 526 матерей дошкольников (возраст - от 24 до 55 лет, M = 36,74, SD = 4,91). Для диагностики использовались русскоязычные версии следующих методик: Опросник про исполнительные функции у детей (CHEXI) для родителей и педагогов, Краткий пятифакторный опросник личности (TIPI-RU), Краткий опросник обобщенных характеристик родительского отношения (CGPQ). Выявлены значимые связи между личностными чертами родителей, родительским поведением и оценками регуляторных функций у их детей. Матери, которые более позитивно оценивали развитие регуляторных функций у своих детей, демонстрировали более высокую экстраверсию, добросовестность и открытость, а также более структурированное и заботливое воспитание, в то время как негативные оценки развития регуляторных функций детей коррелировали с нейротизмом и контролирующим поведением матерей. Структурированность родительского поведения положительно связана с добросовестностью, экстраверсией, доброжелательностью и открытостью опыту, и отрицательно - с нейротизмом. Забота в родительском поведении аналогичным образом коррелировала с добросовестностью и экстраверсией, в то время как контролирующее родительское поведение показало минимальные связи с личностными чертами. Результаты исследования подтверждают тесные взаимосвязи восприятия и оценивания детей родителями с особенностями родительского поведения и личностных черт, что подчеркивает необходимость критической интерпретации полученных от родителей оценок регуляторных функций детей в клинических и образовательных условиях, а также ценность интеграции нескольких методов оценки при дальнейшей разработке усовершенствованных инструментов, учитывающих предвзятость родительского восприятия.

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