Associations Between Parenting Styles, Teaching Styles, and Inhibitory Control in Children and Adolescents

This exploratory study examined associations between recorded parenting and teaching-style scores and Go/No-Go performance in a workbook containing records labelled as children and adolescents aged 6–16 years. Of 70 records, 58 were retained according to the existing inclusion list. Original data collection, measurement instruments, and ethics and consent documentation could not be independently verified. Ordinary least squares regression with Heteroskedasticity-Consistent Covariance Matrix Estimator 3(HC3) robust standard errors included four environmental dimensions, age, and a mean-centered Parental Control × Teacher Control interaction. The mean recorded No-Go commission error rate was 29.7% (SD = 6.1 percentage points), and internal consistency ranged from α = .563 to .637. Model fit was R² = .661 (adjusted R² = .621). At the mean of the other control variables, parental control and teacher control had positive conditional associations with commission errors (B = 4.02 and 2.20 percentage points, respectively); parental warmth had a negative adjusted association (B = −2.59). The teacher-support coefficient was nonsignificant (p = .762), as was the interaction (B = −0.92, 95% CI [−2.60, 0.77], p = .279). Exploratory checks using unweighted item means and all 70 summary records yielded similar patterns. These results describe associations within the supplied workbook, rather than independently verified findings about children. The analysis provides a reproducible analytic workflow and identifies documentation and measurement requirements for a prospective study.