Don't Fret, Be Supportive! Maternal Characteristics Linking Child Shyness to Psychosocial and School Adjustment in Kindergarten

Autor/inn/en	Coplan, Robert J.; Arbeau, Kimberley A.; Armer, Mandana
Titel	Don't Fret, Be Supportive! Maternal Characteristics Linking Child Shyness to Psychosocial and School Adjustment in Kindergarten
Quelle	In: Journal of Abnormal Child Psychology, 36 (2008) 3, S.359-371 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-007-9183-7
Schlagwörter	Shyness; Mothers; Parenting Styles; Child Rearing; Student Adjustment; Adjustment (to Environment); Kindergarten; Parent Child Relationship; Personality; Teacher Attitudes; Interviews; Social Adjustment; Emotional Adjustment; Evaluation Methods; Neurosis + Suchen Sie Ihr Suchwort? Schüchternheit; Mother; Mutter; Kindererziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Personalität; Lehrerverhalten; Interviewing; Interviewtechnik; Soziale Anpassung; Emotionale Anpassung; Neurose
Abstract	The goal of this study was to explore the moderating role of maternal personality and parenting characteristics in the links between shyness and adjustment in kindergarten. Participants were 197 children enrolled in kindergarten programs (and their mothers and teachers). Multisource assessment was employed, including maternal ratings, behavioral observations, teacher ratings, and individual child interviews. Results indicated that shyness was associated with a wide range of socio-emotional and school adjustment difficulties in kindergarten. Moreover, support for the moderating role of parenting was also found. Relations between shyness and certain indices of maladjustment were stronger among children with mothers characterized by higher neuroticism, BIS sensitivity, and an overprotective parenting style, and weaker for mothers characterized by high agreeableness and an authoritative parenting style. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10