The Roles of Social Mastery Motivation and Parental Response in Preschoolers' Vocabulary Knowledge and Self-Regulation

Autor/inn/en	Fung, Wing-kai; Chung, Kevin Kien-hoa
Titel	The Roles of Social Mastery Motivation and Parental Response in Preschoolers' Vocabulary Knowledge and Self-Regulation
Quelle	In: Early Child Development and Care, 191 (2021) 1, S.21-35 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fung, Wing-kai)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1596902
Schlagwörter	Social Development; Vocabulary Development; Self Control; Skill Development; Correlation; Young Children; Gender Differences; Affective Behavior; Expressive Language; Parent Influence; Foreign Countries; Receptive Language; Inhibition; Responses; Short Term Memory; Nonverbal Ability; Intelligence; Cognitive Tests; Intelligence Tests; Socioeconomic Status; Hong Kong; Wechsler Memory Scale; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Wortschatzarbeit; Selbstbeherrschung; Kompetenzentwicklung; Qualifikationsentwicklung; Korrelation; Frühe Kindheit; Geschlechterkonflikt; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Rezeptive Kommunikationsfähigkeit; Hemmung; Kurzzeitgedächtnis; Intelligenz; Klugheit; Kognitiver Fähigkeitstest; Intelligence test; Intelligenztest; Socio-economic status; Sozioökonomischer Status; Hongkong
Abstract	Social mastery motivation and parental response are important correlates of children's vocabulary and self-regulation skills, but little research has examined their relationships collectively. This study investigated the direct relationships among social mastery motivation (active interaction and positive affect frequencies), parental response, and self-regulation skills and the indirect relationships via vocabulary knowledge. Participants were 182 Hong Kong children (83 girls, mean age 3.82) and their parents. Path analysis revealed that active interaction frequency had direct negative (in boys) and marginal indirect positive relationships (via vocabulary knowledge, in girls) with self-regulation, whereas positive affect frequency was indirectly related to boys' self-regulation through expressive vocabulary. Parental response was positively related to self-regulation and marginally to social mastery motivation in boys only. Findings highlight that different aspects of social mastery motivation may relate to boys' and girls' vocabulary and self-regulation skills, and that parental response may particularly shape boys' social mastery motivation and self-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01