Linkages among maternal cognitions, maternal self-efficacy, behaviors, and children's peer competence
Abstract
The quality of social skills young children use when interacting with others, especially peers, has been shown to be predictive of adjustments in later years. Researchers have attempted to identify factors that influence or relate to the development of children's peer competence. Among many factors, the contribution of parents to the development of children's peer competence is considered critical, especially during the early years of life. The purpose of this study was to investigate the linkages among maternal cognitions, maternal self-efficacy, maternal supervisory/monitoring behaviors, and children's peer competence. The participants in this study were 40 kindergarten children and their mothers who were Korean and resided in Korea. The mothers were asked to complete two questionnaires concerning maternal beliefs about children's social skills and maternal self-efficacy. Maternal supervisory/monitoring behaviors were also observed in the context of child-peer interactions. Children's peer competence was measured using a sociometric status measure and a peer acceptance rating scale. Six conclusions were drawn from the findings of this study: (a) Maternal cognitions regarding the importance of children's peer social skills were related to the quantity and quality of maternal supervisory/monitoring behaviors regarding children's peer interactions. (b) Maternal self-efficacy was related to the quantity and quality of maternal supervisory/monitoring behaviors regarding children's peer interactions. (c) Maternal self-efficacy did not appear to function as a moderator of the relation between maternal cognitions and the quantity and/or quality of maternal supervisory/monitoring behaviors. (d) Maternal cognitions regarding the importance of children's social skills were related to children's peer competence. (e) Maternal self-efficacy did not appear to be related to children's peer competence. (f) Maternal supervisory/monitoring behaviors were related to children's actual peer competence.
Degree
Ph.D.
Advisors
Powell, Purdue University.
Subject Area
Preschool education|Families & family life|Personal relationships|Sociology
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.