Top

Gepubliceerd in:

01-08-2015 | Empirical Research

Contextual Specificity in the Relationship between Maternal Autonomy Support and Children’s Socio-emotional Development: A Longitudinal Study from Preschool to Preadolescence

Auteurs: Célia Matte-Gagné, Brenda Harvey, Dale M. Stack, Lisa A. Serbin

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 8/2015

Abstract

The benefits of an autonomy supportive environment have been established as a key component in children’s development at various ages. Nonetheless, research examining the outcomes of early autonomy supportive environments has largely neglected socio-emotional development. The first objective of the present longitudinal study was to examine the socio-emotional outcomes associated with maternal autonomy support during the preschool period. Second, we explored the contextual specificity of the relationships between maternal autonomy support and children’s later socio-emotional outcomes. Finally, we investigated the indirect effect of maternal autonomy support on children’s later socio-emotional outcomes through earlier children’s socio-emotional outcomes. Sixty-six mothers and their pre-school aged children (41 girls) were followed during preschool (Time 1), elementary school (Time 2) and preadolescence (Time 3). Maternal autonomy support (Time 1) was measured in two contexts (free-play and interference task) using observational coding. Furthermore, the children’s internalizing and externalizing problems as well as their social competence were measured at Times 2 and 3. The results revealed the importance of maternal autonomy support during preschool for children’s later socio-emotional development, especially during challenging contexts, and the mediating role of children’s socio-emotional outcomes during elementary school in the link between maternal autonomy support during the preschool years and children’s later socio-emotional outcomes during preadolescence. The results highlight the contextual specificity of the relationship between maternal autonomy support and children’s later socio-emotional development and reveal one of the mechanisms through which the effect of early childhood parental autonomy support on children’s later socio-emotional development is carried forward over time.

vorige artikel Sexual (Minority) Trajectories, Mental Health, and Alcohol Use: A Longitudinal Study of Youth as They Transition to Adulthood

volgende artikel Moral Identity and Adolescent Prosocial and Antisocial Behaviors: Interactions with Moral Disengagement and Self-regulation

Achenbach, T. M. (1991). Manual for the Child Behavior Checklist/4–18 and 1991 Profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Barber, B. K., Olsen, J. E., & Shagle, S. C. (1994). Associations between parental psychological and behavioral control and youth internalized and externalized behaviors. Child Development, 65(4), 1120–1136.PubMedCrossRef

Beck, L., Kumschick, I. R., Eid, M., & Klann-Delius, G. (2012). Relationship between language competence and emotional competence in middle childhood. Emotion, 12(3), 503–514.PubMedCrossRef

Bell-Dolan, D. J., & Allan, W. D. (1998). Assessing elementary school children’s social skills: Evaluation of the parent version of the Matson Evaluation of Social Skills with Youngsters. Psychological Assessment, 10(2), 140–148.CrossRef

Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55(1), 83–96.PubMedCrossRef

Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326–339.PubMedCrossRef

Bernier, A., Matte-Gagné, C., Bélanger, M.-E., & Whipple, N. (2014). Taking stock of two decades of attachment transmission gap: Broadening the assessment of maternal behavior. Child Development, 85, 1852–1865.PubMed

Bulotsky-Shearer, R. J., & Fantuzzo, J. W. (2011). Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade. Early Childhood Research Quarterly, 26(1), 61–73.CrossRef

Burke, J. D., Pardini, D. A., & Loeber, R. (2008). Reciprocal relationships between parenting behavior and disruptive psychopathology from childhood through adolescence. Journal of Abnormal Child Psychology, 36(5), 679–692.PubMedCentralPubMedCrossRef

Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: Toddlers and preschoolers at risk for late maladjustment. Development and Psychopathology, 12(3), 467–488.PubMedCrossRef

Carlson, E. A., Sroufe, L. A., & Egeland, B. (2004). The construction of experience: A longitudinal study of representation and behavior. Child Development, 75(1), 66–83.PubMedCrossRef

Caron, A., Weiss, B., Harris, V., & Catron, T. (2006). Parenting behavior dimensions and child psychopathology: Specificity, task dependency, and interactive relations. Journal of Clinical Child & Adolescent Psychology, 35(1), 34–45.CrossRef

Chirkov, V, I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents common effects on well-being and academic motivation. Journal of Cross- Cultural Psychology, 32(5), 618-635.

Cole, P. M., Zahn-Waxler, C., Fox, N. A., Usher, B. A., & Welsh, J. D. (1996). Individual differences in emotion regulation and behavior problems in preschool children. Journal of Abnormal Psychology, 105(4), 518–529.PubMedCrossRef

Conduct Problems Prevention Research Group (CPPRG). (1995). Teacher-Social Competence Scale. Retrieved from http://www.fasttrackproject.org. Accessed 07 July 2014.

Dearing, E., & Hamilton, L. C. (2006). Contemporary advances and classic advice for analyzing mediating and moderating variables. Monographs of the Society for Research in Child Development, 71(3), 88–104.

Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.CrossRef

Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74(1), 238–256.PubMedCrossRef

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Children Development, 82(1), 405–432.CrossRef

Eisenberg, N., Cumberland, A., Spinrad, T. L., Fabes, R. A., Shepard, S. A., Reiser, M., & Guthrie, I. K. (2001). The relations of regulation and emotionality to children’s externalizing and internalizing problem behavior. Child Development, 72(4), 1112–1134.PubMedCrossRef

Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109–118.PubMedCrossRef

Gifford-Smith, M. (2000). Teacher Social Competence Scale; Grade4/Year5 Update (Fast Track Project Technical Report). Retrieved from http://www.fasttrackproject.org. Accessed 07 July 2014.

Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendship, and peer networks. Journal of School Psychology, 41(4), 235–284.CrossRef

Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C. (2000). Parental resources and the transition to junior high. Journal of Research on Adolescence, 10(4), 465–488.CrossRef

Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154.CrossRef

Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4), 508–517.CrossRef

Han, S. H. (2014). Supporting early childhood teachers to promote children’s social competence: Components for best professional development practices. Early Childhood Education Journal, 42(3), 171–179.CrossRef

Harvey, B., Matte-Gagné, C., Stack, D. M., Serbin, L. A., Ledingham, J. E., & Schwartzman, A. E. (under revision). Antecedents of autonomy-supportive parenting in high-risk families: Identifying the psychosocial risk factors. Journal of Applied Developmental Psychology.

Hayes, A. F. (2013). An introduction to mediation, moderation, and conditional process analysis. New York, NY: Guilford Press.

Henry, B., Moffitt, T. E., Caspi, A., Langley, J., & Silva, P. A. (1994). On the “remembrance of things past”: A longitudinal evaluation of the retrospective method. Psychological Assessment, 6(2), 92–101.CrossRef

Hofstra, M. B., van der Ende, J., & Verhulst, F. C. (2002). Child and adolescent problems predict DSM-IV disorders in adulthood: A 14-year follow-up of a Dutch epidemiological sample. Journal of the American Academy of Child and Adolescent Psychiatry, 41(2), 182–189.PubMedCrossRef

Jaffari-Bimmel, N., Juffer, F., van Ijzendoorn, M. H., Bakermans-Kranenburg, M. J., & Mooijaart, A. (2006). Social development from infancy to adolescence: Longitudinal and concurrent factors in an adoption sample. Developmental Psychology, 42(6), 1143–1153.PubMedCrossRef

Joussemet, M., Koestner, R., Lekes, N., & Landry, R. (2005). A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73(5), 1215–1235.PubMedCrossRef

Joussemet, M., Vitaro, F., Barker, E. D., Côté, S., Nagin, D. S., Zoccolillo, M., & Tremblay, R. E. (2008). Controlling parenting and physical aggression during elementary school. Child Development, 79(2), 411–425.PubMedCrossRef

Kovacs, M. (1992). Children’s Depression Inventory (CDI). New York, NY: Multi-Health Systems.

Landry, S. H., Smith, K. E., Swank, P. R., & Miller-Loncar, C. L. (2000). Early maternal and child influences on children’s later independent cognitive and social functioning. Child Development, 71(2), 358–375.PubMedCrossRef

Lansford, J. E., Criss, M. M., Laird, R. D., Shaw, D. S., Pettit, G. S., Bates, J. E., & Dodge, K. A. (2011). Reciprocal relations between parents’ physical discipline and children’s externalizing behavior during middle childhood and adolescence. Development and Psychopathology, 23(1), 225–238.PubMedCentralPubMedCrossRef

Lekes, N., Gingras, I., Philippe, F. L., Koestner, R., & Fang, J. (2010). Parental autonomy-support, intrinsic life goals, and well-being among adolescents in China and North America. Journal of Youth and Adolescence, 39, 585–869.CrossRef

Luyckx, K., Soenens, B., Goossens, L., & Vansteenkiste, M. (2007). Parenting, identity formation, and college adjustment: A mediation model with longitudinal data. Identity: An International Journal Of Theory And Research, 7(4), 309–330.CrossRef

MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Mahwah, NJ: Erlbaum.

Matson, J. L. (1990). Matson evaluation of social skills with youngsters: Manual. Worthington, OH: International Diagnostic Systems.

Matson, J. L., Neal, D., Fodstad, J. C., Hess, J. A., Mahan, S., & Rivet, T. T. (2010). Reliability and validity of the Matson Evaluation of Social Skills with Youngsters. Behavior Modification, 34(6), 539–558.PubMedCrossRef

Matte-Gagné, C., & Bernier, A. (2011). Prospective relations between maternal autonomy support and child executive functioning: Investigating the mediating role of child language ability. Journal of Experimental Child Psychology, 110(4), 611–625.PubMedCrossRef

Matte-Gagné, C., Bernier, A., & Gagné, C. (2013). Stability of maternal autonomy support between infancy and preschool age. Social Development, 22(3), 427–443.CrossRef

Matte-Gagné, C., Bernier, A., & Lalonde, G. (in press). Stability in maternal autonomy support as a predictor of child executive functioning, Journal of Child and Family Studies. doi:10.1007/s10826-014-0063-9

Moreau, E. E., & Mageau, G. A. (2013). Conséquences et corrélats associés au soutien de l’autonomie dans divers domaines de vie. Psychologie Française, 58(3), 195–227.CrossRef

Nakamura, B. J., Ebesutani, C., Bernstein, A., & Chorpita, B. F. (2009). A psychometric analysis of the Child Behavior Checklist DSM-Oriented Scales. Journal of Psychopathology and Behavioral Assessment, 31(3), 178–189.CrossRef

Newton, E. K., Laible, D., Carlo, G., Steele, J. S., & McGinley, M. (2014). Do sensitive parents foster kind children, or vice versa? Bidirectional influences between children’s prosocial behavior and parental sensitivity. Developmental Psychology, 50(6), 1808–1816.PubMedCrossRef

Pettit, G. S., Laird, R. D., Dodge, K. A., Bates, J. E., & Criss, M. M. (2001). Antecedents and behavior-problem outcomes of parental monitoring and psychological control in early adolescence. Child Development, 72(2), 583–598.PubMedCentralPubMedCrossRef

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891.PubMedCrossRef

Reynolds, C. R., & Paget, K. D. (1983). National normative and reliability data for the revised Children’s Manifest Anxiety Scale. School Psychology Review, 12(3), 324–336.

Reynolds, C. R., & Richmond, B. O. (1978). “What I Think and Feel”: A revised measure of children’s manifest anxiety. Journal of Abnormal Child Psychology, 6(2), 271–280.PubMedCrossRef

Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111–135.CrossRef

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 58–78.CrossRef

Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (2006). The significance of autonomy and autonomy support in psychological development and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology, Vol 1: Theory and method (2nd ed., pp. 795–849). Hoboken, NJ: Wiley.

Sameroff, A. J., & MacKenzie, M. J. (2003). Research strategies for capturing transactional models of development: The limits of the possible. Development and Psychopathology, 15(3), 613–640.PubMedCrossRef

Saylor, C. F., Finch, A. J., Spirito, A., & Bennett, B. (1984). The Children’s Depression Inventory: A systematic evaluation of psychometric properties. Journal of Consulting and Clinical Psychology, 52(6), 955–967.PubMedCrossRef

Schwartzman, A. E., Ledingham, J. E., & Serbin, L. A. (1985). Identification of children at risk for adult schizophrenia: A longitudinal study. International Review of Applied Psychology, 34, 363–380.CrossRef

Serbin, L. A., Cooperman, J. M., Peters, P. L., Lehoux, P. M., Stack, D. M., & Schwartzman, A. E. (1998). Intergenerational transfer of psychosocial risk in women with childhood histories of aggression, withdrawal or aggression and withdrawal. Developmental Psychology, 34, 1246–1262.PubMedCrossRef

Smetana, J. G. (2011). Adolescents, families, and social development: How teens construct their worlds. West Sussex, UK: Wiley-Blackwell.

Snowling, M. J., Bishop, D. V., Stothard, S. E., Chipchase, B., & Kaplan, C. (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. Journal of Child Psychology and Psychiatry, 47(8), 759–765.PubMedCrossRef

Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of Self-Determination in 3 life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34(6), 589–604.CrossRef

Stack, D. M., Serbin, L. A., Matte-Gagné, C., Kingdon, D., Doiron, K., & Schwartzman, A. E. (in press). Development under adverse circumstances as a risk for psychopathology: An intergenerational study of children from disadvantaged high-risk backgrounds. In L. M. Centifanti & D. Williams (Eds.), Handbook of Developmental Psychopathology. Wiley-Blackwell: UK.

Thompson, R. A. (1988). Introduction. In Thompson, R. A. (Eds.), Socioemotional development (pp. ix–xv). Lincoln, NE: University of Nebraska Press.

Totsika, V., & Sylva, K. (2004). The home observation for measurement of the environment revisited. Child and Adolescent Mental Health, 9(1), 25–35.CrossRef

Van der Giessen, D., Branje, S., & Meeus, W. (2014). Perceived autonomy aupport from parents and best friends: Longtiduinal associations with adolescents’ depressive symptoms. Social Development, 23(3), 537–555.CrossRef

Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., & Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431–439.CrossRef

Volling, B. L., McElwain, N. L., Notaro, P. C., & Herrera, C. (2002). Parents’ emotional availability and infant emotional competence: Predictors of parent-infant attachment and emerging self-regulation. Journal of Family Psychology, 16(4), 447–465.PubMedCrossRef

Wang, M., Dishion, T. J., Stormshak, E. A., & Willett, J. B. (2011). Trajectories of family management practices and early adolescent behavioral outcomes. Developmental Psychology, 47(5), 1324–1341.PubMedCentralPubMedCrossRef

Whipple, N., Bernier, A., & Mageau, G. A. (2010). A dimensional approach to maternal attachment state of mind: Relations to maternal sensitivity and maternal autonomy support. Developmental Psychology, 4(2), 396–403.

Whipple, N., Bernier, A., & Mageau, G. A. (2011). Broadening the study of infant security of attachment: Maternal autonomy-support in the context of infant exploration. Social Development, 20(1), 17–32.CrossRef

Wray-Lake, L., Crouter, A. C., & McHale, S. M. (2010). Developmental patterns in decision-making autonomy across middle childhood and adolescence: European American parents’ perspectives. Child Development, 81, 636–651.PubMedCentralPubMedCrossRef

Titel: Contextual Specificity in the Relationship between Maternal Autonomy Support and Children’s Socio-emotional Development: A Longitudinal Study from Preschool to Preadolescence
Auteurs: Célia Matte-Gagné
Brenda Harvey
Dale M. Stack
Lisa A. Serbin
Publicatiedatum: 01-08-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 8/2015
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-014-0247-z

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 8/2015

Moral Identity and Adolescent Prosocial and Antisocial Behaviors: Interactions with Moral Disengagement and Self-regulation

Distinguishing Between Risk Factors for Bulimia Nervosa, Binge Eating Disorder, and Purging Disorder

Addendum to the Special Issue Entitled Genetic Influences on Peer and Family Relationships Across Development

Revisiting the Time Trade-Off Hypothesis: Work, Organized Activities, and Academics During College

Individual Psychological Factors and Complex Interpersonal Conditions that Predict LGBT-Affirming Behavior

Laurence Steinberg: Age of Opportunity: Lessons from the New Science of Adolescence