Cumulative and interactive influences of risk and protective factors upon social competence of low income preschool children

Feyza Corapci, Purdue University

Abstract

This study was designed to empirically test and compare two models on the operation of multiple risk, protective factors, and children's social competence. Specifically, the cumulative risk model was tested to explore relations between children's social competence and a cumulative risk index (CRI) of demographic, family, and child risk factors. Next, the interactive risk model was tested through evaluating the potential moderating effect of maternal efficacy and child temperament on the relation between the CRI and preschoolers' social competence. Consistent with past research and supporting the cumulative risk model, the results of this study showed that the CRI was significantly and negatively related to Head Start preschoolers' social competence as measured by teacher ratings of social competence and the aggregated (teacher and observer ratings combined) social competence scores. However, the CRI did not account for significant variance in observational ratings of interactive peer play. Second, contrary to our expectations, we failed to find an additive relation of the CRI with efficacy and temperament variables when predicting preschoolers' social competence. On the other hand, promotive effects of less inhibited and impulsive child temperament were identified such that less inhibited and less impulsive child temperament predicted higher rates of social competence scores. Finally, having a less impulsive or less inhibited temperamental style did not protect children from the negative effects of multiple risk exposure as hypothesized by the interactive risk model. Contrary to our expectations, for children rated by their teachers and caregivers as lower in inhibition, higher number of environmental risk factors resulted in lower teacher-rated social competence, while for children rated as higher in inhibition, comparable rates of teacher-rated social competence were obtained under both high- and low risk environments. The findings are discussed within the context that the influence of multiple risk can be better understood under a cumulative but a linearly weighted cumulative risk approach. Finally, statistical as well as methodological considerations to explain insignificant moderation effect of the maternal efficacy and child temperament on the relation between the CRI and preschoolers' social competence were discussed.

Degree

Ph.D.

Advisors

Wachs, Purdue University.

Subject Area

Psychotherapy|Developmental psychology|Preschool education

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