Maternal Autonomy Support and Dyadic Verbal Synchrony during Narrative Coconstruction: Links with Child Attachment Representations and Independent Narrative Competence

Autor/in	Kelly, Kimberly Reynolds
Titel	Maternal Autonomy Support and Dyadic Verbal Synchrony during Narrative Coconstruction: Links with Child Attachment Representations and Independent Narrative Competence
Quelle	In: Infant and Child Development, 27 (2018) 3, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2074
Schlagwörter	Factor Analysis; Mothers; Parent Child Relationship; Children; Personal Narratives; Personal Autonomy; Child Development + Suchen Sie Ihr Suchwort? Faktorenanalyse; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Child; Kind; Kinder; Erlebniserzählung; Individuelle Autonomie; Kindesentwicklung
Abstract	This study investigated the empirical bases for 2 dimensions of narrative coconstruction (autonomy support and verbal synchrony) with 65 mother-child dyads. Links between the 2 narrative dimensions and child narrative competence were tested, and differences in autonomy support and verbal synchrony across attachment groups (child story-stem measure) were examined. Child independent narratives and mother-child narrative conversations were coded and analysed at the turn-by-turn level. Principal components analysis revealed the verbal behaviours that composed autonomy support and verbal synchrony reflected the extent to which mothers supported their children's independent competence and the degree to which interactions were mutually reciprocal and constructive, respectively. As predicted, avoidant and ambivalent dyads differed in terms of autonomy support but were comparable on verbal synchrony, revealing the differential influence of insecure attachment on mother-child narrative coconstruction. As hypothesized, autonomy support was related to child independent narrative competence when narrating collaboratively and alone, and verbal synchrony was related to more child engagement during narrative conversations. Theoretical, methodological, and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01