Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting

Infant and Child Development
Irina L MokrovaStuart Marcovitch

Abstract

Children who develop persistence in the preschool years are likely to function more effectively during the transition into school. In this study of 231 3-year-old children and their mothers, we examined the relations among family social status, maternal values of self-direction, and quality of parenting and children's persistence in challenging tasks. Results of SEM path analysis indicated that family social status was related to maternal values of self-direction, which in turn were associated with the quality of maternal cognitive stimulation and emotional support and child persistence at preschool-age. Family social status and maternal values were indirectly related to child persistence through emotional support. Focusing on parental values of self-direction and provision of support during challenging tasks may help to reduce the gap in school success between children from lower and higher social status families.

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Citations

Aug 13, 2015·Journal of Abnormal Child Psychology·Hyein Chang, Sheryl L Olson
Oct 29, 2020·The British Journal of Developmental Psychology·Niamh Oeri, Claudia M Roebers
Jan 24, 2021·Child Development·Julia A LeonardAllyson P Mackey

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