Parental self-efficacy, depressive symptoms, and executive functioning in Chilean preschoolers: the role of stress

Introduction: Executive functions (EF), such as inhibitory control and working memory, are pivotal for cognitive development in early childhood. While evidence from WEIRD populations is extensive, research in Latin American contexts like Chile characterized by high parental stress and significant caregiving gender gaps remains limited. This study examined how parental self-efficacy and depressive symptoms relate to children’s EF, testing parental stress as a statistical intermediary. Methodology: A secondary data analysis was conducted using the third wave of the Longitudinal Early Childhood Survey (ELPI; N=2,225). Caregivers reported on depressive symptoms (CESD-10), parental stress (PSI), and self-efficacy (PSCS), while children’s EF was assessed using the Stroop H&F Task. Hypotheses were tested through structural equation modeling (SEM). Results and Discussion: Parental stress was negatively associated with children’s EF scores ( β =−.062, p =.012). Parental self-efficacy was linked to lower levels of parental stress ( β =−.284, p<.001), whereas depressive symptoms were linked to higher parental stress ( β =.465, p <.001). Significant indirect paths were found parental self-efficacy showed a positive association with better EF through reduced stress ( β =.018, p =.015). Likewise, depressive symptoms were indirectly related to poorer EF via increased stress ( β =−.029, p =.012). Conclusions: Findings suggest that parental stress is a critical factor in understanding neurocognitive development in preschoolers. Supporting caregiver mental health and self-efficacy may mitigate the impact of environmental stressors on children’s executive functioning in the Chilean context.