Links between Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting

Mokrova, Irina L.; O’Brien, Marion; Calkins, Susan D.; Leerkes, Esther M.; Marcovitch, Stuart

doi:10.1002/icd.1761

Cited by 20 publications

(14 citation statements)

References 52 publications

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“…Likewise, it has been established that the family's socioeconomic status predicts its disciplinary practices and children's academic success (Jansen et al, 2012;Mokrova, O'Brien, Calkins, Leerkes & Marcovitch, 2012), which supports the interviewees' beliefs about this issue. However, a recent study carried out in Chile shows no connection between low family income and parental performance (Olhaberry & Farkas, 2012).…”

Section: Discussionsupporting

confidence: 58%

¿Qué creen y aconsejan psicólogos (as) chilenos (as) y costarricenses sobre la crianza de los (as) hijos (as) ?

Carrasco

Flores

Cortés

et al. 2017

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Abstract. This research investigates the subjective theories of 12 Chilean and Costa Rican psychologists who work with children, with the purpose of describing and interpreting their explanations about child rearing. Episodic interviews were used and analyzed using a Grounded Theory model. The interviewees point out that they use their own experience and beliefs when advising parents. Results indicated that, according to the interviewees, the topics most frequently consulted by parents were children's high impulsivity and disciplining. The interviewees believe the most common parenting styles are the authoritarian and the permissive ones, the latter being associated with parents' fear and anxiety.Keywords. Subjective theories, child-rearing, psychologist, parenting, Chile, Costa Rica.Resumen. Este estudio investigó las teorías subjetivas de 12 psicólogos(as) chilenos(as) y costarricenses que trabajan en temáticas de infancia, a objeto de poder describir e interpretar sus explicaciones sobre la crianza. Esta investigación fue de carácter cualitativo, con un diseño metodológico descriptivo-interpretativo. Se realizaron entrevistas episódicas, analizadas utilizando el modelo de la Grounded Theory (teoría fundamentada). Los participantes señalaron usar sus propias experiencias y creencias al aconsejar a los padres y a las madres . Según los (as) entrevistados (as) , los padres y las madres consultan principalmente sobre la impulsividad y disciplina de los (as) hijos (as) . De acuerdo a los (as) entrevistados (as), los estilos parentales más recurrentes son el autoritario y el permisivo, este último asociado con el miedo y ansiedad de los padres y madres .Palabras clave. Teorías subjetivas, crianza de los(as) hijos(as), psicólogo(a) , parentalidad, Chile, Costa Rica. Psicología, 31(123) Actualidades en

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Section: Discussionsupporting

confidence: 58%

¿Qué creen y aconsejan psicólogos (as) chilenos (as) y costarricenses sobre la crianza de los (as) hijos (as) ?

Carrasco

Flores

Cortés

et al. 2017

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“…The finding that schooling as an external factor does not seem to affect persistence leads to the hypothesis that active (adult) scaffolding behaviours, as another environmental factor, may play an especially important role for persistence development. In fact, previous research has shown that parenting qualities such as scaffolding and emotional supportive behaviour foster persistence (Lucca et al, 2019; Lunkenheimer et al, 2019; Mokrova et al, 2012; Prendergast & MacPhee, 2018). Furthermore, specific teacher behaviours such as proximity, verbal reinforcement, and the promotion of task procedures have shown to affect persistence development positively (Krantz & Scarth, 1979).…”

Section: Discussionmentioning

confidence: 99%

“…The second category focuses on external factors affecting persistence development. Parenting qualities, such as scaffolding and emotional supportive reinforcement are related to improvement in task persistence (e.g., Lunkenheimer, Panlilio, Lobo, Olson, & Hamby, 2019; Mokrova, O'Brien, Calkins, Leerkes, & Marcovitch, 2012; Prendergast & MacPhee, 2018). However, external influences are not limited to parenting qualities as such.…”

Section: Introductionmentioning

confidence: 99%

Task persistence in kindergarten children: Disentangling age from schooling effects

Oeri

Roebers

2020

British J of Dev Psycho

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The aim of the present study was to examine age effects and schooling effects on task persistence. Four‐ and 5‐year‐old (N = 120) kindergarten children were observed while working on a persistence task. Since children attend kindergarten for 2 years in Switzerland, age and schooling effects could be examined in a cut‐off research design. To examine age effects, task performance was compared between 4‐ and 5‐year‐olds, all enrolled in their first kindergarten year. To address schooling effects, performance between 5‐year‐olds enrolled in their first vs. 5‐year‐olds enrolled in their second kindergarten year was compared. Age differences were found for two different persistence measures. No effect was found for schooling. Overall, the present results suggest that 1 year of formal kindergarten schooling, as a structuring environmental factor, does not affect the ability to persist. Age and inhibitory skills, however, do.

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“…Remdamiesi užsienio tyrimų rezultatais, jog vaikų savireguliacijos gebėjimai yra susiję su mokytojo elgesiu klasėje, keliame prielaidą, kad sėkmingas vaikų savireguliacijos gebėjimų ugdymas gali būti susijęs ir su mokytojų saviveiksmingumo lygiu. Tyrimai rodo, kad tiek vaikų atkaklumas atliekant užduotis, tiek elgesio savireguliacija priklauso nuo vaiko lyties Son, Lee, & Sung, 2013;Pakarinen et al, 2011; ir tėvų išsilavinimo (Mokrova, O'Brien, Calkins, Leerkes, & Marcovitch, 2012;Montroy et al, 2016). Kalbant apie lytį, nustatyta, kad mergaitės yra atkaklesnės atlikdamos užduotis (Pakarinen et al, 2011) ir jų elgesio savireguliacija yra geresnė nei berniukų Son, Lee, & Sung, 2013;Von Suchodoletz & Gunzenhause, 2013).…”

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“…Šie skirtumai yra siejami su spartesne mergaičių elgesio savireguliacijos raida (Montroy et al, 2016). Kalbant apie tėvų išsilavinimą, pastebėta, kad aukštesnis tėvų išsilavinimas yra susijęs su didesniu vaikų atkaklumu atliekant užduotis (Mokrova et al, 2012) ir geresne elgesio savireguliacija (Montroy et al, 2016). Todėl analizuojant, kaip priešmokyklinio ugdymo mokytojų saviveiksmingumas prognozuoja priešmokyklinio amžiaus vaikų atkaklumą atliekant užduotis ir elgesio savireguliaciją, yra svarbu atkreipti dėmesį ir į vaikų lytį bei tėvų išsilavinimą.…”

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Teachers’ Self-Efficacy: How does it Predict Children's Task Persistence and Behavioral Self-Regulation?

Davolytė

Raižienė

Šilinskas

2020

PSY

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It has been suggested that the quality of pre-primary education influences children's learning abilities in a variety of ways. Teachers’ behaviors are among the major factors relating to the quality of the classrooms, and one aspect of them – teachers’ self-efficacy – has been put forward to predict successful development of childrens’ learning and abilities to learn. Given this, it is surprising that relatively few studies have taken pre-primary techers' self-efficasy into account, and no research on the topic has been conducted in Lithuania. Futhermore, a few studies have analyzed how teachers' self-efficacy relates to childrens' learning abilities, such as, tasks persistence and self-regulation. Consequently, the present study analyzed relations between teachers' self-efficacy, childrens' task persistence and self-regulation. This study is based on the theory of teachers’ self-efficacy by Tschannen-Moran and Woolfolk Hoy (2001). The aim of the current study is to determine whether the self-efficacy of Lithuanian pre-primary teachers' is related to the learning outcomes, in particular, childrens' tasks persistence and ability to regulate their behavior. Childrens' tasks persistence was measured using the Behavioral strategy rating scale (teachers' form) (Aunola et al., 2000; Zhang et al., 2011); the Head-Toes-Knees-Shoulders task (McCellandet al., 2007; Ponitz et al., 2008; Ponitz at al., 2009) was used to measure childrens' self-regulation. Participants were 18 pre-primary education teachers from six Lithuanian schools and their 229 pre-primary class students (116 [50.7%] girls and 113 [49.3%] boys). Teachers answered questionnaires concerning their self-efficacy towards the whole class and towards each child’s task persistence; school psychologists tested each child on their self-regulation. The statistical analyses of this study comprised of correlation analyses and hierarchical regression analyses. The results supported our expectations about the positive significant relations between teachers' self-efficacy, childrens' tasks persistence and self-regulation. That is, the greater teachers' self-efficacy was, better childrens' tasks persistence and self-regulation were. The results stayed significant even after controlling for, child gender, parental education, and teachers’ experience. MoreoverIn particular, gilrs and children of higher educated parents were more likely to have better task persistence and self-regulation. Moreover, surprisingly, it was found that teachers' work experience predicted childrens' self-regulation. Taken together, the results have verified that techers' self-efficacy plays a meaningful role in promoting childrens’ tasks persistence and self-regulation in Lithuanian preschool. Thus, from the practical point of view, in order to facilitate children’s learning in preschool and primary school, one should also pay attention to the ways of strengthening teachers’ self-efficacy.

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Links between Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting

Cited by 20 publications

References 52 publications

¿Qué creen y aconsejan psicólogos (as) chilenos (as) y costarricenses sobre la crianza de los (as) hijos (as) ?

¿Qué creen y aconsejan psicólogos (as) chilenos (as) y costarricenses sobre la crianza de los (as) hijos (as) ?

Task persistence in kindergarten children: Disentangling age from schooling effects

Teachers’ Self-Efficacy: How does it Predict Children's Task Persistence and Behavioral Self-Regulation?

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