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

Autor/inn/en	Mokrova, Irina L.; O'Brien, Marion; Calkins, Susan D.; Leerkes, Esther M.; Marcovitch, Stuart
Titel	Links between Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting
Quelle	In: Infant and Child Development, 21 (2012) 6, S.617-633 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.1761
Schlagwörter	Preschool Children; Academic Persistence; Social Status; Mothers; Values; Parenting Styles; Questionnaires; Structural Equation Models; Path Analysis; Student Motivation; Parent Participation; Parent Child Relationship; Parent Influence; Statistical Analysis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sozialer Status; Mother; Mutter; Wertbegriff; Fragebogen; Pfadanalyse; Schulische Motivation; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Statistische Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10