Parenting Behaviours during Child Problem Solving: The Roles of Child Temperament, Mother Education and Personality, and the Problem-Solving Context

Autor/inn/en	Neitzel, Carin; Stright, Anne Dopkins
Titel	Parenting Behaviours during Child Problem Solving: The Roles of Child Temperament, Mother Education and Personality, and the Problem-Solving Context
Quelle	In: International Journal of Behavioral Development, 28 (2004) 2, S.166-179 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1080/01650250344000370
Schlagwörter	Mothers; Child Rearing; Parent Child Relationship; Personality Traits; Problem Solving; Parenting Styles; Parent Influence; Educational Attainment; Children; Cognitive Processes; Emotional Response; Personal Autonomy; Metacognition; Rejection (Psychology); Preschool Children; Child Behavior; NEO Five Factor Inventory + Suchen Sie Ihr Suchwort? Mother; Mutter; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Problemlösen; Bildungsabschluss; Bildungsgut; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Individuelle Autonomie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ablehnung; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Child temperament, parent openness to experience, conscientiousness, and education, and parent a priori assessments of the task were examined in relation to parenting behaviours during child problem solving. Mothers and their children (73 dyads) were visited the summer before kindergarten. Mothers' cognitive, emotional, and autonomy support were coded as they provided assistance during four child problem-solving tasks. Mothers with more education provided more metacognitive information. Before education was considered, it appeared that mothers who perceived their children as difficult and who were less open to experiences were less likely to regulate task difficulty, encourage their children's efforts, and encourage their children's active role in problem solving. However, more educated mothers regulated task difficulty, encouraged their children's efforts, and encouraged their children's active role more when they perceived their children as difficult than when they perceived their children as easy. More educated mothers also were likely to regulate task difficulty and encourage their children's active role regardless of their openness. Children perceived as difficult were most likely to be rejected and also were particularly likely to be rejected if the mother was highly conscientious. Conscientious mothers were likely to be overly controlling. When mothers perceived the task negatively they were less likely to provide metacognitive information, regulate task difficulty, and encourage the child's active role; and were more likely to be overcontrolling and rejecting. (Contains 6 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10