An ecological study of young children's self-competence: Relations to parental support networks, parenting cognitions, and parent-child relationships

Elizabeth Louise Windecker-Nelson, Purdue University

Abstract

The purpose of this research was to examine young children's (3-5 years) self-competence within the family context. Psychological studies (Entwisle, Alexander, Pallas, & Cadigan, 1987) have shown that children's feelings of self-competence are important predictors of their future achievement. Thus, it is important to understand the early foundations of children's self-competence development. This study informs these efforts by targeting preschool-age children and by examining multiple dimensions of self-competence with multiple measures and in relation to "objective" measures of competence. In addition, an ecological model with contextual factors, such as parents' support networks, parenting cognitions, and parent-child relationships, is used to examine possible correlates of young children's perceived competence and acceptance. Similarities and differences between mothers' and fathers' parenting dimensions as related to children's self-competence are also highlighted. Findings from this research contribute to specific information about the construct of self-competence in young children and in relation to parenting dimensions. Specifically, previous findings on domain-specific dimensions for young children were not supported in this study. Proposals for future research stress the importance of using developmentally appropriate and context-specific measurement to clarify the structure of young children's self-competence. To this aim, adults' (parents' and teachers') perspectives of children's perceived competence were found to be an important predictor of children's self-competence, in addition to mothers' and fathers' warmth, authoritarian attitudes, and parental support network dimensions. Discussion focuses on the implications of using an ecological model and in conjunction with children's actual abilities (as assessed by adults) to extend theory of young children's self-competence.

Degree

Ph.D.

Advisors

Melson, Purdue University.

Subject Area

Developmental psychology|Social psychology|Families & family life|Personal relationships|Sociology

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