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

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Susan D. Calkins, Professor (Creator)
Esther M. Leerkes, Professor (Creator)
Stuart Marcovitch, Associate Professor and Head of the Department of Psychology (Creator)
Marion O'Brien, Professor, Director of Family Research Center and Associate Dean for Research (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Children who develop persistence in the preschool years are likely to function more effectively during the transition into school. In this study of 231 3-year-old children and their mothers, we examined the relations among family social status, maternal values of self-direction, quality of parenting, and children's persistence in challenging tasks. Results of structural equation modelling path analysis indicated that family social status was related to maternal values of self-direction, which in turn were associated with the quality of maternal cognitive stimulation and emotional support and child persistence at preschool age. Family social status and maternal values were indirectly related to child persistence through emotional support. Focusing on parental values of self-direction and provision of support during challenging tasks may help to reduce the gap in school success between children from lower and higher social status families.

Additional Information

Language: English
Date: 2012
parenting, family social status, maternal values, child motivation, preschoolers

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