Affective quality of the mother–child relationship: Longitudinal consequences for children's school-relevant cognitive functioning.

This article reports longitudinal data on the link between the affective quality of the mother–child relationship and school-relevant cognitive performance. Sixty-seven mothers and their children participated in the first (preschool) phase of the study; 47 were included in a follow-up when the children were 12 years of age. The affective quality of the mother–child relationship when the child was 4 years of age was significantly correlated with mental ability at age 4, school readiness at ages 5–6, IQ at age 6, and school achievement at age 12. These associations remained significant when the contributions of maternal IQ, socioeconomic status (SES), and children's mental ability at age 4 were taken into account. Our findings suggest that affective relationships may influence cognitive growth in three ways: (a) by affecting parent's tendency to engage and support children in solving problems; (b) by affecting children's social competence and, consequently, the flow of information between children and adults; and (c) by affecting children's exploratory tendencies, hence their willingness to approach and persist in tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Infant attachment strategies, infant mental lag, and maternal depressive symptoms: predictors of internalizing and externalizing problems at age 7

The predictive relations between assessments in infancy and parent- and teacher-reported behavior problems at age 7 were investigated within a low-income sample. Infancy assessments indexed family adversity, parent-infant interaction at home, infant attachment, infant anger-distress at home, gender, and cognitive functioning. Among children at age 7 identified by teachers as highly externalizing, 83% were both disorganized in their attachment behavior in infancy and below the national mean in mental development scores at 18 months, compared with 13% of nonexternalizing children. Avoidant attachment behavior in infancy was associated with later internalizing symptoms rather than with externalizing symptoms. The behavior problem data reported by mother suggested the possibility of attachment-related biases in maternal report data. The results indicate that child mental lag in the context of a disorganized attachment relationship constitutes 1 early step on the pathway to school-age externalizing behavior.     

Child care and mother–child interaction in the first three years of life.

Relations between nonmaternal child care and ratings of maternal sensitivity and child positive engagement during mother–child interaction at 6, 15, 24, and 36 months were examined for 1,274 mothers and their children participating in the National Institute of Child Health and Human Development(NICHD) Study of Early Child Care. In longitudinal analyses that controlled for selection, child, and family predictors, child care was a small but significant predictor of maternal sensitivity and child engagement. For the whole sample, including families who did and did not use child care, more hours of child care predicted less maternal sensitivity and less positive child engagement. For children who were observed in child care, higher quality child care predicted greater maternal sensitivity, and more child-care hours predicted less child engagement. The effects of child care on mother–child interaction were much smaller in the analytical models than the effects of maternal education but were similar in size to the effects of maternal depression and child difficult temperament. Patterns of association with child care did not differ significantly across ages of assessment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relations between early child care and schooling.

The purpose of this article is to examine relations between aspects of early child care (age entered, full- or part-time structure, and number of child-care arrangements and their quality) and school adjustment. The early child-care experiences of 87 children who entered a laboratory elementary school at 3 years, 9 months of age were documented, and their first-grade adjustment was assessed 3 years after school entrance. Although single-parent families and families in which the mother was employed used more child care and enrolled their children at earlier ages, maternal education was more closely associated with children's school adjustment than was maternal employment or marital status. After family characteristics were accounted for, academic progress, school skills, and few behavioral problems were predicted by high-quality, stable child care. The structure of the early child care (full- or part-time) was not associated with school adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of mastery behavior at 30 months: Analysis of task-directed activities.

Assessments of infants' mastery motivation have been made from observations of their levels of engagement with tasks. In this study we examined the relation of levels of task engagement to investigation and visual attention in data obtained from 53 thirty-month-old children. Significant correlations were found between task engagement and other mastery behaviors. The levels of task engagement had low significant correlations with scores on a developmental test. These findings provide additional evidence that task engagement is a valid assessment of mastery behavior. The findings also suggest that there is organization in the play of young children that can be explained by a motive to master and acquire information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Le r?le des interactions mère-enfant et de la dépression maternelle à l'age préscolaire dans la prédiction de l'attachement de l'enfant à l'age scolaire.

Examined the contribution of mother–child partnership and maternal depression during the preschool period to the prediction of the child's attachment classification at early school-age in 91 French-Canadian children. Mother–child interactions were observed during a collaborative task using a scale measuring synchronized and reciprocal social-affective exchanges in the mother-child partnership (age 3–5 yrs). Maternal depression was assessed during the same lab visit using the Beck Depression Inventory. At a second lab visit (age 5–7 yrs), attachment classifications were assigned on the basis of reunion behaviour. A discriminant function analysis showed that reciprocal mother–child partnerships in the absence of maternal depressive symptom predicted security of attachment two years later, whereas failed reciprocity in the presence of maternal depressive symptoms predicted both insecure disorganized and ambivalent attachment. Quality of prediction is high for secure, ambivalent and disorganized children, although ambivalent and disorganized children cannot be distinguished from each other. Results support the importance of mother–child interactions and maternal depression as preschool variables associated with security and insecurity of attachment at early school-age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Les représentations mentales des pratiques de socialisation des mères et la qualité de l'attachement des enfants en début de scolarisation.

Explored the relationship between the perceptions of mothers' socialization practices and quality of attachment for preschoolers and students entering primary school. The perceptions of socialization practices were assessed using 2 measurement instruments. The first test involved the assessment of perceptions associated with educational practices and attitudes. The second instrument corresponded with perceptions associated with the establishment of a mother-child partnership, defined as the affective climate and sharing of responsibilities between mother and child during a cooperative task. The child's quality of attachment was assessed using the J. Cassidy and R. S. Marvin classification system (1992). Ninety-two children were divided into 2 groups according to quality of attachment (56 secure and 36 insecure). Social and demographic variables, such as the mother's education, family income, family structure, the child's age, and verbal skills, were statistically controlled. Logistic regression analysis revealed a link between the perceptions associated with educational practices and attitudes and the security of attachment. The discussion highlights the contribution of theory to the study of post-infancy attachment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.

The objective of this study was to investigate how different components of achievement goal theory were related to each other and to students' motivation, cognitive engagement, and achievement in mathematics. Junior high school students (N=525) completed a self-report survey that assessed their perceived classroom goal structures; personal goal orientations: and a collection of outcomes that included persistence, procrastination, choice, their use of cognitive and metacognitive learning strategies, and mathematics grade. Results indicate that mastery structure and mastery orientation were related to adaptive outcomes in all areas. The patterns of relations for performance-approach goal structure, and for performance-approach and performance-avoidance goal orientations were less uniform across outcomes. Implications for achievement goal theory and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parents' beliefs about their children's cognitive abilities.

Examined mothers' judgments of their children's cognitive abilities and the relation between such judgments and the child's developmental level. 49 1st-grade children responded to tasks drawn from either the Piagetian literature or the Stanford-Binet IQ tests. Ss also completed a vocabulary test drawn from the Peabody Picture Vocabulary Test (PPVT). Subsequently, each S's mother was asked various questions about probable response, both for her own child and for children in general. Results reveal that mothers were more accurate in predicting their child's success or failure on the IQ items than on the Piaget items. In both conditions, overestimations of ability were more common than underestimations. Estimates of age of mastery also showed overestimation, in some cases by several years. Data collected from 12 fathers indicate that fathers' patterns of response were similar to those of their wives. The correlations between accurate predictions by the mother and correct answers by the child were .85 in the Piaget condition and .49 in the IQ condition. Findings are compatible with the match hypothesis, which posits that the mother's knowledge of her child enables her to create an optimally challenging environment. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of mother and child variables to child outcomes in a high-risk sample: A causal modeling analysis.

Children of depressed mothers are at risk for psychopathology, but most studies have failed to examine mediators of the effects, mutual influence of children and mothers on each other, and effects of children's own characteristics. Children, aged 8 to 16, of 64 mothers with recurrent unipolar or bipolar affective disorders, chronic medical illness, or no disorder were assessed on initial and 6-month follow-up measures. Structural equation modeling tested a model in which children's outcomes 6 months later were caused by maternal functioning (including depression symptoms, role adjustment, and observed positive interaction) and characteristics of the child. A reciprocal relationship was predicted between maternal functioning and child characteristics (including quality of interactions with the mother, self-concept, and age). Results supported the model; although maternal functioning is related to symptoms and dysfunction in children, characteristics of the child also contribute to maternal functioning in a cycle of negative mutual influence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Marital conflict and the quality of young children's peer play behavior: The mediating and moderating role of parent–child emotional reciprocity and attachment security.

Parent–child attachment security and dyadic measures of parent–child positive and negative emotional reciprocity were examined as possible mediators and moderators of the connection between marital conflict and children's peer play behavior. Eighty parents were observed in a laboratory play session with their 15- to 18-month-old child. Subsequently, at 36 months children were observed interacting with peers at their child care setting. Connections between marital conflict and children's positive peer interaction were mediated by mother–child attachment security, mother–child positive emotional reciprocity, and father–child negative emotional reciprocity. Connections between marital conflict and children's negative peer interaction were mediated by mother–child positive emotional reciprocity and father–child attachment security. Parent–child attachment security and negative emotional reciprocity emerged as important moderators of the connection between marital conflict and children's peer play behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relation mère-enfant qualité des interactions fraternelles chez des enfants d'age préscolaire.

Assessed the degree to which the quality of the affective mother–child relationship is linked to the quality of interactions among siblings of preschool age. 44 intact families, with 2 children of which at least one was of preschool age, participated. Two evaluation methods were used: observation of relationships between siblings in semi-structured play situations at home, and a Q-sort questionnaire on the quality of the mother–child relationship. To a certain degree, there was a link between the quality of the relationship children had with their mothers and the quality of that they had with their siblings. Results indicate that the 2 kinds of intrafamilial relationships must be viewed differently for younger and older children and suggest that the relationship with the mother can contribute to the interior self- representation that could help children assert their position and play a role among siblings. (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prospective effects of interparental conflict on child attachment security and the moderating role of parents' romantic attachment.

This study investigated the impact of parents' observed conflict behavior on subsequent child attachment security, both as a main effect and as moderated by parents' romantic attachment. Participants were 80 heterosexual couples involving men from the Oregon Youth Study and their first-born children. The authors used hierarchical linear modeling to predict child security with each parent. Interparental psychological aggression predicted lower child security with father, regardless of romantic attachment. If the father was insecure, interparental positive engagement predicted lower child security with him. If either the mother or father was avoidant, interparental withdrawal did not predict lower child security, though it did for more secure parents. Results are discussed in terms of implications of attachment-(in)congruent behavior for parents' emotional availability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive, educational, and behavioural outcomes at 7 to 8 years in a national very low birthweight cohort

AIMS: To examine cognitive, behavioural, and educational outcomes in middle childhood among a birth cohort of very low birthweight children. METHODS: Two hundred and ninety eight survivors from a national birth cohort of 413 New Zealand very low birthweight (VLBW) children born in 1986 were assessed at 7 to 8 years of age on measures of behaviour, cognitive ability, school performance and the need for special education. These outcomes were compared with the same measures in a general population sample of over 1000 children studied at a similar age. RESULTS: The VLBW children had significantly higher rates of problems and poorer levels of functioning across all outcome measures than the general child sample. These differences persisted even after control for variability in social, family, and other characteristics of the two samples and for the degree of sensorineural disability. There was evidence of a gradient of risk with birthweight, with extremely low birthweight children having generally higher rates of problems and difficulties than other VLBW children after covariate control. CONCLUSIONS: The findings are consistent with a growing body of research evidence which suggests that premature and VLBW infants are at increased risk of longer term morbidity and functional impairment in middle childhood.     

Victimization by peers: Associations with children's reports of mother–child interaction.

Children who are chronically victimized by peers are at risk for personal difficulties. This study examined whether victimization is associated with mother–child interaction at home. Preadolescents (N?=?184; mean age?=?11.7 years) reported on their mother"s child-rearing practices and on how they cope during conflicts with their mother. Peers reported on victimization at school. Sex-specific links between perceived family interaction and peer victimization were found. For boys, victimization was associated with perceived maternal overprotectiveness, especially when boys reported reacting with fear during mother–child conflict. For girls, victimization was associated with perceived maternal rejection and with girls" reports of aggressive coping during mother–child conflict. Results support the theory that parenting that hinders children"s development of gender-salient competencies (autonomy for boys and communion for girls) places children at risk for peer victimization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of anxiety reduction on children's school performance and social adjustment.

[Correction Notice: An erratum for this article was reported in Vol 43(2) of Developmental Psychology (see record 2007-02739-020). The byline and author note should have included the author's middle initial, J. Thus, the byline and author note should refer to "Jeffrey J. Wood." The correction is reflected in this record.] This study tested the effect of reductions in children's anxiety over time on improvements in school performance and social functioning in the context of participation in a cognitive-behavioral intervention program. Participants included 40 children with high anxiety (6-13 years of age). Independent evaluators, children, and parents rated child anxiety; parents rated school performance; and children and parents rated social functioning. Measures were completed at preintervention, midintervention, and postintervention. Fixed-effects regression analyses and random-effects regression analyses indicated that decreased anxiety was predictive of improved school performance and social functioning over the course of the intervention. These findings suggest that changes in anxiety influence trajectories of children's scholastic and social functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Marital behavior and the security of preschooler–parent attachment relationships.

Longitudinal and concurrent relations among positive and negative marital behaviors in 2 contexts and preschoolers' security of attachment were examined for 53 families. At 6 months postpartum, couples were observed in their homes during couple discussion and family play. At 3 years, parents completed the Attachment Q-Set (E. Waters, 1987); marital and parenting behavior was also observed. Interparental hostility during family play at 6 months predicted less secure preschooler–mother attachment. Greater marital conflict at 3 years was associated with less security with mother and father, whereas positive marital engagement at 3 years was associated with more secure child-father attachment. Mothers' parenting partially explained the linkages between marital behavior and child–mother attachment. These results highlight the impact of positive and negative marital behaviors on children's abilities to use their parents as a secure base. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effect of Anxiety Reduction on Children's School Performance and Social Adjustment": Correction to Wood (2006).

Reports an error in "Effect of anxiety reduction on children's school performance and social adjustment" by Jeffrey Wood (Developmental Psychology, 2006[Mar], Vol 42[2], 345-349). The byline and author note should have included the author's middle initial, J. Thus, the byline and author note should refer to "Jeffrey J. Wood." The correction is reflected in this record. (The following abstract of the original article appeared in record 2006-03514-012.) This study tested the effect of reductions in children's anxiety over time on improvements in school performance and social functioning in the context of participation in a cognitive-behavioral intervention program. Participants included 40 children with high anxiety (6-13 years of age). Independent evaluators, children, and parents rated child anxiety; parents rated school performance; and children and parents rated social functioning. Measures were completed at preintervention, midintervention, and postintervention. Fixed-effects regression analyses and random-effects regression analyses indicated that decreased anxiety was predictive of improved school performance and social functioning over the course of the intervention. These findings suggest that changes in anxiety influence trajectories of children's scholastic and social functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of mastery motivation during the first year of life: Contemporaneous and cross-age relationships.

Assessed 68 firstborns at 6 and 12 mo with 12 mastery tasks chosen to elicit 3 aspects of mastery motivation: effect production, practicing sensorimotor skills, and problem solving. Ss were also administered the Bayley Scales of Infant Development (BSID). The significant contemporaneous and cross-age relationships suggest complex interactions at 6 and 12 mo between each S's developmental level, nature of the task, and mastery motivation. The cross-age relationships indicate a developmental progression in mastery behavior during the 1st yr. This progression is one in which a highly motivated child is persistent in producing effects at 6 mo, becomes persistent in practicing sensorimotor skills, and engages in exploration of problem-solving tasks at 12 mo. The relationships with the BSID suggest that mastery motivation and developmental competence are interrelated and that mastery becomes more differentiated with age. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Economically disadvantaged preschoolers: Ready to learn but further to go.

Cognitive competencies and motivation were assessed in 233 preschool and kindergarten children in the fall and again in the spring. Cognitive assessments were given again in the spring of the following year (kindergarten or 1st grade) to a subsample of 88 children. The results revealed much poorer performance among the economically disadvantaged children compared with advantaged children on all 8 of the cognitive tests. For most cognitive measures, gains were roughly equal and the socioeconomic status (SES) differences at the end of 1 or 2 years in school were similar to the differences at the beginning of the year. Only a few SES differences were found on the motivation measures assessing children's self-confidence, attitude toward school, expectations for success, dependency, and preference for challenge; they did not systematically favor either disadvantaged or advantaged children. Classroom observations revealed some differences in disadvantaged and advantaged children's classroom behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)