Mothers' teaching strategies and children's effortful control: A longitudinal study

Nancy Eisenberg, Maša Vidmar, Tracy Spinrad, Natalie Wilkens, Alison Edwards, Bridget Gaertner, Anne Kupfer

Research output: Contribution to journalArticle

50 Citations (Scopus)

Abstract

Findings on the relation of maternal verbal teaching strategies to children's effortful control (EC; i.e., self-regulation) are limited in quantity and somewhat inconsistent. In this study, children's EC was assessed at 18, 30, and 42 months (ns = 255, 229, and 209, respectively) with adults' reports and a behavioral measure. Mothers' verbal teaching strategies were assessed while the mother and child worked on a task together. Children's general vocabulary also was measured. In a structural panel model taking into account prior levels of constructs and correlations within time, as well as the relations of EC and teaching strategies to children's vocabulary, socioeconomic status, age, and sex of the child, 18-month EC positively predicted mothers' 30-month cognitive assistance and questioning strategies and negatively predicted 30-month maternal directive strategies. In addition, high 30-month EC predicted greater 42-month maternal cognitive assistance and fewer directive strategies. Thus, mothers' teaching strategies were predicted by individual differences in self-regulatory skills, supporting potential evocative child effects on mothers' teaching strategies.

Original languageEnglish (US)
Pages (from-to)1294-1308
Number of pages15
JournalDevelopmental Psychology
Volume46
Issue number5
DOIs
StatePublished - Sep 2010

Fingerprint

teaching strategy
Longitudinal Studies
longitudinal study
Teaching
Mothers
European Community
Vocabulary
vocabulary
assistance
self-regulation
Structural Models
social status
Individuality
Social Class

Keywords

  • Effortful control
  • Regulation
  • Socialization
  • Teaching strategies

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Life-span and Life-course Studies
  • Demography

Cite this

Mothers' teaching strategies and children's effortful control : A longitudinal study. / Eisenberg, Nancy; Vidmar, Maša; Spinrad, Tracy; Wilkens, Natalie; Edwards, Alison; Gaertner, Bridget; Kupfer, Anne.

In: Developmental Psychology, Vol. 46, No. 5, 09.2010, p. 1294-1308.

Research output: Contribution to journalArticle

Eisenberg, Nancy ; Vidmar, Maša ; Spinrad, Tracy ; Wilkens, Natalie ; Edwards, Alison ; Gaertner, Bridget ; Kupfer, Anne. / Mothers' teaching strategies and children's effortful control : A longitudinal study. In: Developmental Psychology. 2010 ; Vol. 46, No. 5. pp. 1294-1308.
@article{475d6f319b8e4479a695f54eb01abc46,
title = "Mothers' teaching strategies and children's effortful control: A longitudinal study",
abstract = "Findings on the relation of maternal verbal teaching strategies to children's effortful control (EC; i.e., self-regulation) are limited in quantity and somewhat inconsistent. In this study, children's EC was assessed at 18, 30, and 42 months (ns = 255, 229, and 209, respectively) with adults' reports and a behavioral measure. Mothers' verbal teaching strategies were assessed while the mother and child worked on a task together. Children's general vocabulary also was measured. In a structural panel model taking into account prior levels of constructs and correlations within time, as well as the relations of EC and teaching strategies to children's vocabulary, socioeconomic status, age, and sex of the child, 18-month EC positively predicted mothers' 30-month cognitive assistance and questioning strategies and negatively predicted 30-month maternal directive strategies. In addition, high 30-month EC predicted greater 42-month maternal cognitive assistance and fewer directive strategies. Thus, mothers' teaching strategies were predicted by individual differences in self-regulatory skills, supporting potential evocative child effects on mothers' teaching strategies.",
keywords = "Effortful control, Regulation, Socialization, Teaching strategies",
author = "Nancy Eisenberg and Maša Vidmar and Tracy Spinrad and Natalie Wilkens and Alison Edwards and Bridget Gaertner and Anne Kupfer",
year = "2010",
month = "9",
doi = "10.1037/a0020236",
language = "English (US)",
volume = "46",
pages = "1294--1308",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "5",

}

TY - JOUR

T1 - Mothers' teaching strategies and children's effortful control

T2 - A longitudinal study

AU - Eisenberg, Nancy

AU - Vidmar, Maša

AU - Spinrad, Tracy

AU - Wilkens, Natalie

AU - Edwards, Alison

AU - Gaertner, Bridget

AU - Kupfer, Anne

PY - 2010/9

Y1 - 2010/9

N2 - Findings on the relation of maternal verbal teaching strategies to children's effortful control (EC; i.e., self-regulation) are limited in quantity and somewhat inconsistent. In this study, children's EC was assessed at 18, 30, and 42 months (ns = 255, 229, and 209, respectively) with adults' reports and a behavioral measure. Mothers' verbal teaching strategies were assessed while the mother and child worked on a task together. Children's general vocabulary also was measured. In a structural panel model taking into account prior levels of constructs and correlations within time, as well as the relations of EC and teaching strategies to children's vocabulary, socioeconomic status, age, and sex of the child, 18-month EC positively predicted mothers' 30-month cognitive assistance and questioning strategies and negatively predicted 30-month maternal directive strategies. In addition, high 30-month EC predicted greater 42-month maternal cognitive assistance and fewer directive strategies. Thus, mothers' teaching strategies were predicted by individual differences in self-regulatory skills, supporting potential evocative child effects on mothers' teaching strategies.

AB - Findings on the relation of maternal verbal teaching strategies to children's effortful control (EC; i.e., self-regulation) are limited in quantity and somewhat inconsistent. In this study, children's EC was assessed at 18, 30, and 42 months (ns = 255, 229, and 209, respectively) with adults' reports and a behavioral measure. Mothers' verbal teaching strategies were assessed while the mother and child worked on a task together. Children's general vocabulary also was measured. In a structural panel model taking into account prior levels of constructs and correlations within time, as well as the relations of EC and teaching strategies to children's vocabulary, socioeconomic status, age, and sex of the child, 18-month EC positively predicted mothers' 30-month cognitive assistance and questioning strategies and negatively predicted 30-month maternal directive strategies. In addition, high 30-month EC predicted greater 42-month maternal cognitive assistance and fewer directive strategies. Thus, mothers' teaching strategies were predicted by individual differences in self-regulatory skills, supporting potential evocative child effects on mothers' teaching strategies.

KW - Effortful control

KW - Regulation

KW - Socialization

KW - Teaching strategies

UR - http://www.scopus.com/inward/record.url?scp=77956752946&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77956752946&partnerID=8YFLogxK

U2 - 10.1037/a0020236

DO - 10.1037/a0020236

M3 - Article

C2 - 20822239

AN - SCOPUS:77956752946

VL - 46

SP - 1294

EP - 1308

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 5

ER -