Independence and Interplay between Maternal and Child Risk Factors for Preschool Problem Behaviors?

Autor/inn/en	Hughes, Claire; Ensor, Rosie
Titel	Independence and Interplay between Maternal and Child Risk Factors for Preschool Problem Behaviors?
Quelle	In: International Journal of Behavioral Development, 33 (2009) 4, S.312-322 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025408101274
Schlagwörter	Behavior Problems; Risk; Verbal Ability; Depression (Psychology); Cognitive Processes; Mothers; At Risk Students; Preschool Education; Task Analysis; Predictor Variables; Individual Differences; Attention Deficit Disorders; Foreign Countries; Cognitive Tests; Emotional Development; United Kingdom + Suchen Sie Ihr Suchwort? Risiko; Mündliche Leistung; Cognitive process; Kognitiver Prozess; Mother; Mutter; Pre-school education; Vorschulerziehung; Aufgabenanalyse; Prädiktor; Individueller Unterschied; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Ausland; Kognitiver Fähigkeitstest; Gefühlsbildung; Großbritannien
Abstract	This study examined the independence and interplay between cognitive risk factors (poor executive function/emotion understanding) and maternal risk factors (low education/high depression) for preschool problem behaviors, indexed by multi-measure, multi-informant (mother/teacher/ researcher) ratings. A socio-economically diverse sample of 235 children (131 boys, 104 girls; mean age = 4.25 years) completed five executive-function tasks and four emotion-understanding tasks. Controlling for effects of gender, verbal ability and maternal education, individual differences in child problem behavior scores showed significant independent associations with executive dysfunction, emotion understanding and maternal depression. For girls, low maternal education amplified the relationship between executive dysfunction and problem behaviors. In addition, executive dysfunction mediated the relationship between maternal depression and problem behaviors; both executive dysfunction and poor emotion understanding mediated the relationship between low maternal education and problem behaviors. These results demonstrate the cumulative and complex nature of risk for preschool problem behaviors. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10