The Moderation Role of Self-Perceived Maternal Empathy in Observed Mother-Child Collaborative Problem Solving

Autor/inn/en	de Oliveira, Ebenézer A.; Jackson, Emily A.
Titel	The Moderation Role of Self-Perceived Maternal Empathy in Observed Mother-Child Collaborative Problem Solving
Quelle	In: Infant and Child Development, 26 (2017) 3, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.1993
Schlagwörter	Preschool Children; Mothers; Observation; Problem Solving; Cooperation; Preschool Teachers; Psychomotor Skills; Empathy; Parent Child Relationship; Age Differences; Cognitive Processes; Interaction; Personal Autonomy; Emotional Response + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Beobachtung; Problemlösen; Co-operation; Kooperation; Erzieher; Erzieherin; Kindergärtnerin; Psychomotorische Aktivität; Empathie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Interaktion; Individuelle Autonomie; Emotionales Verhalten
Abstract	Based on L. S. Vygotsky's sociocultural theory, previous scaffolding studies have examined some factors associated with adjustment of parental support during collaborative problem solving. However, a factor that remains unexplored in the literature is the potential relationship between parental empathy and parental support in collaborative problem solving. The present study addresses this question through the observation of 45 preschool children and their mothers cooperating in a problem-solving task with two levels of difficulty. Teachers rated the children's fine motor skills, and sampled mothers reported their empathy levels towards their children. Consistent with the notion of scaffolding, negative correlations were found between observed maternal verbal support (cognitive, autonomy, and emotional) and child age, and between observed maternal cognitive support and teacher reports of child motor skills. An analysis of covariance revealed significant empathy-by-difficulty interactions for physical and cognitive support after controlling for the effect of child motor skills. Implications of these findings are discussed in terms of the role of child motor skills and the importance of parental empathy in collaborative problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01