Links between Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting

IF 2.8 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2012-06-18 DOI:10.1002/icd.1761

Irina L. Mokrova, Marion O'Brien, Susan D. Calkins, Esther M. Leerkes, Stuart Marcovitch

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引用次数: 24

Abstract

Children who develop persistence in the preschool years are likely to function more effectively during the transition into school. In this study of 231 3-year-old children and their mothers, we examined the relations among family social status, maternal values of self-direction, quality of parenting, and children's persistence in challenging tasks. Results of structural equation modelling path analysis indicated that family social status was related to maternal values of self-direction, which in turn were associated with the quality of maternal cognitive stimulation and emotional support and child persistence at preschool age. Family social status and maternal values were indirectly related to child persistence through emotional support. Focusing on parental values of self-direction and provision of support during challenging tasks may help to reduce the gap in school success between children from lower and higher social status families. Copyright © 2012 John Wiley & Sons, Ltd.

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家庭社会地位与学龄前儿童坚持的关系:母亲价值观和教养质量的作用

在学龄前培养毅力的孩子可能在进入学校的过渡期间更有效地发挥作用。本研究以231名3岁儿童及其母亲为研究对象，考察了家庭社会地位、母亲自我指导价值观、父母教养质量与儿童坚持挑战性任务的关系。结构方程建模路径分析结果表明，家庭社会地位与母亲自我导向价值观相关，而母亲自我导向价值观又与学龄前母亲认知刺激和情感支持质量以及儿童坚持性相关。家庭社会地位和母亲价值观通过情感支持间接影响儿童的坚持。关注父母在具有挑战性的任务中自我指导和提供支持的价值观，可能有助于缩小社会地位较低和较高家庭的儿童在学业成功方面的差距。版权所有©2012 John Wiley &儿子,有限公司

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)