A Contextual Approach to the Development of Self-Regulatory Competencies: The Role of Maternal Unresponsivity and Toddlers' Negative Affect in Stressful Situations

Autor/inn/en	Rodriguez, Monica L.; Ayduk, Ozlem; Aber, J. Lawrence; Mischel, Walter; Sethi, Anita; Shoda, Yuichi
Titel	A Contextual Approach to the Development of Self-Regulatory Competencies: The Role of Maternal Unresponsivity and Toddlers' Negative Affect in Stressful Situations
Quelle	In: Social Development, 14 (2005) 1, S.136-157 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2005.00294.x
Schlagwörter	Toddlers; Preschool Children; Interpersonal Competence; Self Control; Stress Management; Child Behavior; Mothers; Parent Participation; Social Development + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz; Selbstbeherrschung; Stressmanagement; Stressbewältigung; Mother; Mutter; Elternmitwirkung; Soziale Entwicklung
Abstract	A prospective study examined the effects of maternal unresponsivity and of toddlers' own negative affect on the child's subsequent ability to use effective attentional control strategies in preschool. Maternal and child behaviors were measured in situations that varied in the level of stress to test the hypothesis that behaviors in high stress situations would be more diagnostic of children's subsequent self-regulatory behavior. As predicted, both maternal unresponsivity and toddlers' negative affect, particularly in a high stress as opposed to a low stress situation, predicted children's later use of ineffective attentional control strategies. Similarly, maternal disengagement that occurred contingent to toddlers' distress predicted ineffective attentional control strategies whereas maternal disengagement in response to toddlers' non-distress behaviors did not. The findings supported the utility of a contextual approach to understanding the impact of maternal and child characteristics on the development of self-regulatory skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10