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Maternal Socialization Responses to Preschoolers' Success and Struggle: Links to Contextual Factors and Academic and Cognitive Outcomes.

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Title: Maternal Socialization Responses to Preschoolers' Success and Struggle: Links to Contextual Factors and Academic and Cognitive Outcomes.
Authors: Ferrar, Saskia J.1 (AUTHOR) saskia.ferrar@gmail.com, Stack, Dale M.1 (AUTHOR) saskia.ferrar@gmail.com, Dickson, Daniel J.1 (AUTHOR), Serbin, Lisa A.1 (AUTHOR), Ledingham, Jane2 (AUTHOR), Schwartzman, Alex E.1 (AUTHOR)
Source: Journal of Research in Childhood Education. Jul-Sep2019, Vol. 33 Issue 3, p363-381. 19p. 8 Charts.
Subject Terms: *Mother-child relationship, *Preschool children, *Failure (Psychology), *Child development, *Encouragement, *Home environment, *Early childhood education, Psychology of success
Abstract: The present study examined mothers' responses to their at-risk preschool-age children's (N = 156) successful and unsuccessful attempts during a puzzle task. Associations between mothers' responses and the children's ecological context, as well as children's cognitive and academic abilities at two subsequent time points (ages 6–11, and 9–13 years), were examined. Maternal responses to children's successful attempts included process praise, person praise, and neutral acknowledgments. Responses to unsuccessful attempts included encouragement or help, discouragement, neutral indications of mistake, or taking over. Results revealed that maternal responses were associated with child characteristics. In addition, encouragement was positively associated with the quality of the home environment, whereas taking over was positively associated with maternal childhood histories of aggression and social withdrawal. Furthermore, decreased taking over, as well as increased encouragement and neutral acknowledgments, were associated with higher child cognitive and academic abilities later on. Implications for early childhood education are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Maternal Socialization Responses to Preschoolers' Success and Struggle: Links to Contextual Factors and Academic and Cognitive Outcomes.
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  Data: <searchLink fieldCode="AR" term="%22Ferrar%2C+Saskia+J%2E%22">Ferrar, Saskia J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> saskia.ferrar@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Stack%2C+Dale+M%2E%22">Stack, Dale M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> saskia.ferrar@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Dickson%2C+Daniel+J%2E%22">Dickson, Daniel J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Serbin%2C+Lisa+A%2E%22">Serbin, Lisa A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ledingham%2C+Jane%22">Ledingham, Jane</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schwartzman%2C+Alex+E%2E%22">Schwartzman, Alex E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Childhood+Education%22">Journal of Research in Childhood Education</searchLink>. Jul-Sep2019, Vol. 33 Issue 3, p363-381. 19p. 8 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Mother-child+relationship%22">Mother-child relationship</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Failure+%28Psychology%29%22">Failure (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Encouragement%22">Encouragement</searchLink><br />*<searchLink fieldCode="DE" term="%22Home+environment%22">Home environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+success%22">Psychology of success</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study examined mothers' responses to their at-risk preschool-age children's (N = 156) successful and unsuccessful attempts during a puzzle task. Associations between mothers' responses and the children's ecological context, as well as children's cognitive and academic abilities at two subsequent time points (ages 6–11, and 9–13 years), were examined. Maternal responses to children's successful attempts included process praise, person praise, and neutral acknowledgments. Responses to unsuccessful attempts included encouragement or help, discouragement, neutral indications of mistake, or taking over. Results revealed that maternal responses were associated with child characteristics. In addition, encouragement was positively associated with the quality of the home environment, whereas taking over was positively associated with maternal childhood histories of aggression and social withdrawal. Furthermore, decreased taking over, as well as increased encouragement and neutral acknowledgments, were associated with higher child cognitive and academic abilities later on. Implications for early childhood education are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
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      – Type: doi
        Value: 10.1080/02568543.2019.1607787
    Languages:
      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 363
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      – SubjectFull: Mother-child relationship
        Type: general
      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Failure (Psychology)
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Encouragement
        Type: general
      – SubjectFull: Home environment
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Psychology of success
        Type: general
    Titles:
      – TitleFull: Maternal Socialization Responses to Preschoolers' Success and Struggle: Links to Contextual Factors and Academic and Cognitive Outcomes.
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            NameFull: Ferrar, Saskia J.
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            NameFull: Stack, Dale M.
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            NameFull: Dickson, Daniel J.
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            NameFull: Serbin, Lisa A.
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            NameFull: Ledingham, Jane
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              M: 07
              Text: Jul-Sep2019
              Type: published
              Y: 2019
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              Value: 33
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