Teaching or Learning from Baby: Inducing Explicit Parenting Goals Influences Caregiver Intrusiveness

Autor/inn/en	King, Lucy S.; Hill, Kaylin E.; Rangel, Elizabeth; Gotlib, Ian H.; Humphreys, Kathryn L.
Titel	Teaching or Learning from Baby: Inducing Explicit Parenting Goals Influences Caregiver Intrusiveness
Quelle	In: Developmental Psychology, 59 (2023) 11, S.1951-1961 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Lucy S.) ORCID (Hill, Kaylin E.) ORCID (Rangel, Elizabeth) ORCID (Gotlib, Ian H.) ORCID (Humphreys, Kathryn L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001592
Schlagwörter	Parent Child Relationship; Interaction; Mothers; Infants; Instruction; Learning; Parent Role; Play; Individual Characteristics; Family Characteristics; Infant Behavior; California (San Francisco); Center for Epidemiologic Studies Depression Scale; Rothbart Infant Behavior Questionnaire + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Teaching process; Unterrichtsprozess; Lernen; Parental role; Elternrolle; Spiel; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	Caregivers' goals influence their interactions with their children. In this preregistered study, we examined whether directing parents to "teach" their baby versus "learn" from their baby influenced the extent to which they engaged in intrusive (e.g., controlling, adult-centered rather than child-centered), sensitive, warm, or cognitively stimulating caregiving behaviors. Mothers and their 6-month-old infants (N = 66; 32 female infants) from the San Francisco Bay Area participated in a 10-min "free-play" interaction, coded in 2-min epochs for degree of parental intrusiveness. Prior to the final epoch, mothers were randomly assigned to receive instructions to focus on (a) "teaching" something to their infant or (b) "learning" something from their infant. A control group of mothers received no instructions. Analyses of within-person changes in intrusive behavior from before to after receiving these instructions indicated that mothers assigned to teach their infant increased in intrusiveness whereas mothers assigned to learn from their infant and mothers in the control group did not significantly change in intrusiveness. The study provides experimental evidence that caregivers' explicit goals to teach infants result, on average, in more controlling and adult-centered caregiving behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01