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Links between Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting
Author(s) -
Mokrova Irina L.,
O'Brien Marion,
Calkins Susan D.,
Leerkes Esther M.,
Marcovitch Stuart
Publication year - 2012
Publication title -
infant and child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.87
H-Index - 57
eISSN - 1522-7219
pISSN - 1522-7227
DOI - 10.1002/icd.1761
Subject(s) - persistence (discontinuity) , psychology , developmental psychology , quality (philosophy) , path analysis (statistics) , social support , social change , social status , social psychology , philosophy , statistics , geotechnical engineering , mathematics , epistemology , engineering , economics , economic growth , social science , sociology
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, quality of parenting, and children's persistence in challenging tasks. Results of structural equation modelling 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. Copyright © 2012 John Wiley & Sons, Ltd.