Mothers' Teaching Strategies and Children's Effortful Control: A Longitudinal Study

Autor/inn/en	Eisenberg, Nancy; Vidmar, Masa; Spinrad, Tracy L.; Eggum, Natalie D.; Edwards, Alison; Gaertner, Bridget; Kupfer, Anne
Titel	Mothers' Teaching Strategies and Children's Effortful Control: A Longitudinal Study
Quelle	In: Developmental Psychology, 46 (2010) 5, S.1294-1308 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020236
Schlagwörter	Mothers; Emotional Development; Teaching Methods; Verbal Communication; Vocabulary Development; Socioeconomic Status; Age Differences; Gender Differences; Predictor Variables; Self Control; Toddlers; Young Children; Language Skills; Observation; Questionnaires + Suchen Sie Ihr Suchwort? Mother; Mutter; Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Prädiktor; Selbstbeherrschung; Infant; Infants; Toddler; Kleinkind; Frühe Kindheit; Language skill; Sprachkompetenz; Beobachtung; Fragebogen
Abstract	Findings on the relation of maternal verbal teaching strategies to children's effortful control (EC; i.e., self-regulation) are limited in quantity and somewhat inconsistent. In this study, children's EC was assessed at 18, 30, and 42 months (ns = 255, 229, and 209, respectively) with adults' reports and a behavioral measure. Mothers' verbal teaching strategies were assessed while the mother and child worked on a task together. Children's general vocabulary also was measured. In a structural panel model taking into account prior levels of constructs and correlations within time, as well as the relations of EC and teaching strategies to children's vocabulary, socioeconomic status, age, and sex of the child, 18-month EC positively predicted mothers' 30-month cognitive assistance and questioning strategies and negatively predicted 30-month maternal directive strategies. In addition, high 30-month EC predicted greater 42-month maternal cognitive assistance and fewer directive strategies. Thus, mothers' teaching strategies were predicted by individual differences in self-regulatory skills, supporting potential evocative child effects on mothers' teaching strategies. (Contains 1 footnote, 5 tables, and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10