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
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/652 |
| Date | 11 1900 |
| Creators | Gordon, Jennifer |
| Contributors | Dr. Christina Rinaldi (Educational Psychology), Dr. Jacqueline Pei (Educational Psychology), Dr. Lynn McGarvey (Elementary Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 849491 bytes, application/pdf |
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