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Autonomy-support and control: observed mother-father differences and parents' contributions to preschool social-emotional competence

In a sample of 57 two-parent families, the current study investigated: (a) mother-father differences in observed autonomy supportive and control behaviours (i.e., directives and negative, parent-centered control); and (b) mothers and fathers unique and relative contributions to childrens later social-emotional competence. Parents behaviours were assessed during an observed clean-up task with mother-child and father-child dyads when children were 2 to 3-and-a half years of age. Parent ratings of childrens social-emotional competence were obtained one year later, when children were 3 to 5-and-a-half years old. Results revealed that mothers engaged in significantly more autonomy support than fathers when observed interacting with their young children. Furthermore, mothers negative, parent-centered control, and fathers autonomy support uniquely predicted childrens later social-emotional competence. These results suggest that mothers and fathers have differential influences on their young childrens growing competences, and exemplify the importance of including fathers in parenting research and intervention. / Psychological Studies in Education

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/652
Date11 1900
CreatorsGordon, Jennifer
ContributorsDr. Christina Rinaldi (Educational Psychology), Dr. Jacqueline Pei (Educational Psychology), Dr. Lynn McGarvey (Elementary Education)
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeThesis
Format849491 bytes, application/pdf

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