A Typological Approach to the Study of Parenting: Associations between Maternal Parenting Patterns and Child Behaviour and Social Reception

Autor/inn/en	McNamara, Kelly A.; Selig, James P.; Hawley, Patricia H.
Titel	A Typological Approach to the Study of Parenting: Associations between Maternal Parenting Patterns and Child Behaviour and Social Reception
Quelle	In: Early Child Development and Care, 180 (2010) 9, S.1185-1202 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Mothers; Child Rearing; Personality; Multivariate Analysis; Correlation; Classification; Peer Acceptance; Child Behavior; Aggression; Parenting Styles; Personal Autonomy; Attribution Theory; Questionnaires; Preschool Children; Parent Child Relationship; Connecticut; Kansas + Suchen Sie Ihr Suchwort? Mother; Mutter; Kindererziehung; Personalität; Multivariate Analyse; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Individuelle Autonomie; Fragebogen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	The present work addresses the associations between self-reported maternal parenting behaviours and aggression, personality and peer regard of children (n = 119) in early childhood (ages three-six years). A k-means cluster analysis derived types of mothers based on their relative use of autonomy support and restrictive control. Outcomes included mother and teacher reports of physical and relational aggression, personality and peer acceptance as well as a peer nominations procedure for social reception. As hypothesised, children of mothers who report demonstrating little autonomy support and high restrictive control were more aggressive, less agreeable, conscientious, extraverted, and less well accepted by their peers. Findings are discussed in terms of maternal attributions of maternal behaviour, child behaviour in multiple contexts, and differential perceptions of mothers and teachers. (Contains 1 table, 1 figure and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10