Literaturnachweis - Detailanzeige
Autor/inn/en | Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart |
---|---|
Titel | European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence |
Quelle | In: Social Development, 22 (2013) 3, S.485-498 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0961-205X |
DOI | 10.1111/j.1467-9507.2012.00673.x |
Schlagwörter | Whites; African Americans; Interpersonal Competence; Social Development; Emotional Development; Mothers; Academic Achievement; Teacher Attitudes; Child Behavior; Preschool Teachers; Kindergarten; Parent Child Relationship; Correlation; Socialization; Cultural Awareness; Questionnaires White; Weißer; Afroamerikaner; Interpersonale Kompetenz; Soziale Entwicklung; Gefühlsbildung; Mother; Mutter; Schulleistung; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Socialisation; Sozialisation; Cultural identity; Kulturelle Identität; Fragebogen |
Abstract | The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63 African-American) reported on their responses to their five-year-old children's negative emotions and 150 kindergarten teachers reported on these children's current academic standing and skillfulness with peers. Problem-focused responses to children's negative emotions, which have traditionally been considered a supportive response, were positively associated with children's school competence for European-American children, but expressive encouragement, another response considered supportive, was negatively associated with children's competence for African-American children. The findings highlight the need to examine parental socialization practices from a culturally specific lens. (Contains 2 tables and 1 figure.) (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |