| Title: |
Maternal Socialization Responses to Preschoolers' Success and Struggle: Links to Contextual Factors and Academic and Cognitive Outcomes |
| Language: |
English |
| Authors: |
Ferrar, Saskia J.; Stack, Dale M.; Dickson, Daniel J.; Serbin, Lisa A.; Ledingham, Jane; Schwartzman, Alex E. |
| Source: |
Journal of Research in Childhood Education. 2019 33(3):363-381. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2019 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education |
| Descriptors: |
Mothers; Socialization; Preschool Children; Success; Context Effect; Academic Achievement; Cognitive Ability; Children; Early Adolescents; Parent Attitudes; Parent Influence; Parenting Styles; Early Childhood Education; Cognitive Development; Individual Characteristics; Foreign Countries; Family Environment |
| Geographic Terms: |
Canada |
| Assessment and Survey Identifiers: |
Home Observation for Measurement of Environment; Wechsler Intelligence Scale for Children |
| DOI: |
10.1080/02568543.2019.1607787 |
| ISSN: |
0256-8543 |
| Abstract: |
The present study examined mothers' responses to their at-risk preschool-age children's (N = 156) successful and unsuccessful attempts during a puzzle task. Associations between mothers' responses and the children's ecological context, as well as children's cognitive and academic abilities at two subsequent time points (ages 6-11, and 9-13 years), were examined. Maternal responses to children's successful attempts included process praise, person praise, and neutral acknowledgments. Responses to unsuccessful attempts included encouragement or help, discouragement, neutral indications of mistake, or taking over. Results revealed that maternal responses were associated with child characteristics. In addition, encouragement was positively associated with the quality of the home environment, whereas taking over was positively associated with maternal childhood histories of aggression and social withdrawal. Furthermore, decreased taking over, as well as increased encouragement and neutral acknowledgments, were associated with higher child cognitive and academic abilities later on. Implications for early childhood education are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2019 |
| Accession Number: |
EJ1221139 |
| Database: |
ERIC |