Mother-Child Planning, Child Emotional Functioning, and Children's Transition to First Grade

Autor/inn/en	Perez, Susan M.; Gauvain, Mary
Titel	Mother-Child Planning, Child Emotional Functioning, and Children's Transition to First Grade
Quelle	In: Child Development, 80 (2009) 3, S.776-791 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2009.01297.x
Schlagwörter	Mothers; Emotional Response; Grade 1; Elementary School Students; Parent Child Relationship; Planning; Goal Orientation; Negative Attitudes; Correlation; Academic Achievement; Parent Influence; Emotional Development + Suchen Sie Ihr Suchwort? Mother; Mutter; Emotionales Verhalten; School year 01; 1. Schuljahr; Schuljahr 01; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ablaufplanung; Planungsprozess; Zielorientierung; Zielvorstellung; Negative Fixierung; Korrelation; Schulleistung; Gefühlsbildung
Abstract	Mother-child planning was examined in relation to child emotional functioning and first-grade school performance. Ninety dyads were randomly assigned to the explicit-goal condition (emphasized accuracy and preparation for a child-only posttest) or the no-explicit-goal condition (dyads just asked to work together). In the no-explicit-goal condition only, children higher in negative emotionality and lower in regulation skills were less engaged in the task and planned less effectively. Both mother-child planning and adaptive child emotional functioning were positively associated with school performance. Results suggest that child emotional functioning mediated associations between planning and school performance. Implications of these findings for the development of planning and children's transition to school are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10