Maternal Scaffolding of Children's Problem Solving and Children's Adjustment in Kindergarten: Hmong Families in the United States

Autor/inn/en	Stright, Anne Dopkins; Herr, Maysee Yang; Neitzel, Carin
Titel	Maternal Scaffolding of Children's Problem Solving and Children's Adjustment in Kindergarten: Hmong Families in the United States
Quelle	In: Journal of Educational Psychology, 101 (2009) 1, S.207-218 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0013154
Schlagwörter	Play; Mothers; Hmong People; Persistence; Child Rearing; Problem Solving; Kindergarten; Scaffolding (Teaching Technique); Student Adjustment; Educational Attainment; Parent Background; Parent Child Relationship; Thinking Skills; Prediction; Child Behavior; Beliefs + Suchen Sie Ihr Suchwort? Spiel; Mother; Mutter; Ausdauer; Kindererziehung; Problemlösen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungsabschluss; Bildungsgut; Elternhaus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Denkfähigkeit; Vorhersage; Belief; Glaube
Abstract	The study examined relations between maternal scaffolding of children's problem solving and children's adjustment in kindergarten in Hmong families living in the United States. Mothers and their children (63 dyads) were visited the summer before kindergarten. Mothers' years in the United States, age, education, reasoning skills, and parenting beliefs were assessed. Maternal scaffolding (cognitive support, directiveness of instruction, praise, and criticism) was coded while mothers helped their children with school-like tasks. Children's reasoning skills, conscientiousness, autonomous behavior, and task persistence in kindergarten were reported by teachers at the end of kindergarten (54 children). Maternal cognitive support of children's problem solving predicted children's reasoning skills in kindergarten even after controlling for maternal education and reasoning skills. Maternal directive instruction positively predicted children's conscientious behavior and negatively predicted children's autonomous behaviors after controlling for maternal education and parenting beliefs. (Contains 3 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10