Effect of social distance on teaching strategies of Anglo-American and Mexican-American mothers.

Examined the variable of social distance between teacher and learner by observing the pattern of interaction between mothers and their own preschool sons, boys from a similar background, and boys from a different ethnic and social class background. Ss were 30 3-yr-old Mexican-American and 30 3-yr-old Anglo-American boys. Anglo-American and Mexican-American mothers from middle and lower classes were videotaped as they taught a cognitive and a motor task to each of 3 children. The Parent Interaction Code was employed to analyze the teaching loop behavior. Programatic and instructional variables were different but stable for each ethnic group across social distance; patterns of feedback and child response shifted significantly across social distance. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Field dependence and the school achievement gap between Anglo-American and Mexican-American children.

Research supports the hypothesis that field dependence explains the poorer school achievement of Mexican-American children compared to Anglo-American children. To test that hypothesis, multiple regression and path analyses were used to interpret the relationships between culture, field dependence, and school achievement among 134 2nd-, 4th-, and 6th-grade Anglo-American and Mexican-American children. Results indicate that Mexican-Americans were significantly below Anglo-Americans in reading and math achievement, field independence was significantly correlated with both reading and math achievement, and Mexican-Americans were significantly more field dependent. Field dependence explains the cultural difference in math achievement but does not fully explain the cultural difference in reading achievement. Implications for understanding both field dependence and the nature of the observed cultural differences are discussed. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of three field-dependence measures to the reading and math achievement of Anglo American and Mexican American children.

Previous studies relating field dependence to the superior academic achievement of Anglo-American children relative to Mexican-American children have relied exclusively on single-method approaches of measuring this cognitive style. The present study attempted to make a more comprehensive test of the relationship between field dependence and achievement by comparing members of both cultural groups on 3 commonly used measures of field dependence in order to determine the consistency of cross-cultural differences, intercorrelations, and predictive validity of these measures for Anglo-American and Mexican-American schoolchildren. 40 Mexican-American and 40 Anglo-American 1st–4th graders served as Ss and were administered the WISC Block Design subtest, the Children's Embedded Figures Test, and the portable rod-and-frame test. Results generally fail to support the assumptions that (a) Mexican-American children are more field dependent than Anglo-American children, (b) intercorrelations between the 3 field-dependence tests should be significant and comparable for members of both cultural groups, and (c) field dependence is of substantial importance to the school achievement of Anglo-American and Mexican-American children. The educational implications of the findings are discussed. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

Mothers' interactions with normal and conduct-disordered boys: Who affects whom?

Compared the reactions of 16 mothers of 6–11 yr old conduct-disordered (CD) boys with those of 16 mothers of normal boys. The dyads in the 2 groups were matched pairwise on age and sex of the child and education of the mother. Each mother interacted with her own child (CD or normal) and with 2 other children of the same or different classification over 3 tasks in a laboratory. Mothers' positive, negative, or requesting behaviors and the children's compliance were counted. The 2 groups of mothers did not differ in the 3 behaviors, but they all addressed more negatives and requests to CD than to normal children. CD children were less compliant, irrespective of type of mother. The type of mother?×?type of child interaction did not produce a significant effect on either mothers' or children's behavior. Findings suggest that the child's, and not the mother's, behavioral tendency is the major influence in CD. Mothers of CD children were also more coercive toward their own children than to other CD children, indicating the operation of transactional effects arising from cumulative past interactions. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interparental Conflict and Adolescent Adjustment: Why Does Gender Moderate Early Adolescent Vulnerability?

The role of child gender in the relationship between interparental conflict and adolescent psychological symptoms was examined in a sample of 924 children 10 to 15 years old and 172 of their mothers. Interparental conflict was a significantly stronger predictor of adolescent internalizing symptoms for girls than boys across type of informant (i.e., mother or child). In examining why the risk posed by interparental conflict differed by gender, further analyses indicated that girls' tendencies to experience elevated levels of communion partly accounted for their greater vulnerability to interparental conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Competition and school achievement among Anglo-American and Mexican-American children.

Tested the hypothesis that the less competitive orientation of Mexican-American children is related to their lower school achievement. 230 Anglo-American and Mexican-American children attending kindergarten, Grades 1–2, 4, and 6 of a semirural low-income school were administered individual measures of competition, individualism, field independence, and school achievement (California Achievement Tests, Cooperative Primary Tests, and the Comprehensive Tests of Basic Skills). Results indicate significant effects of culture, sex, and age, but competition and individualism were not significantly correlated with each other and were not consistently related to field independence and school achievement. Results support the general conclusion that the less competitive social orientation of Mexican-American children as measured by experimental games is not necessarily a disadvantage with regard to school achievement. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teacher accuracy in decoding nonverbal indicants of comprehension and noncomprehension in Anglo- and Mexican-American children.

Examined the degree to which Anglo- and Mexican-American 1st-grade teachers can accurately decode nonverbal indicants of comprehension and noncomprehension in young children. 16 teachers from each group viewed silent videotapes (visual cues only) of 3 groups of 1st graders—Anglo-American, proficient bilingual, and limited English-speaking Mexican-American—while the children listened to an easy or difficult lesson on animal habitats. There were 24 boys and 24 girls, and 16 Ss in each linguistic grouping. The Ss estimated the students' level of understanding on the basis of their nonverbal responses. Degree of accuracy was assessed by comparing Ss' ratings of comprehension with the children's actual posttest comprehension scores. No differences in decoding accuracy between S groups were found. Ss perceived boys as understanding more than girls, particularly in the Anglo-American and limited English-speaking groups. Training raters improved overall decoding accuracy. Slight cultural differences were found in children's nonverbal behavior, but it did not appear that the behavior was misinterpreted by either group of Ss. (45 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of adaptive assertiveness in Mexican and United States children.

Used a novel behavioral task, the assertiveness pull scale, and unobtrusive measures (e.g., number of questions asked of E) to assess the development of assertiveness of 154 boys and girls of 3 age groups (5-6, 7-9 and 10-12 yrs) in 4 populations. Urban middle-class Anglo-American children were significantly more assertive than semirural poor Anglo-American and Mexican-American children, who did not differ from each other but who were both significantly more assertive than rural poor Mexican children. Assertiveness increased with age for all groups, but at a slower rate among rural Mexican than among US children. No significant effects due to sex were observed. Results parallel population and age findings of previous studies of competitiveness. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal teaching strategies and cognitive styles in Chicano families.

Hypotheses derived from field-dependence theory were tested for (a) the role that cognitive styles play in determining maternal teaching strategies, (b) the role of these strategies in children's development of cognitive style, and (c) the emergence of cognitive styles in Chicano children. 43 Chicano mothers were observed teaching their own 5-yr-old children. As measures of field dependence/independence, mothers were given the Embedded Figures Test and the Block Design subtest of the WAIS; children were tested with the Children's Embedded Figures Test and the Block Design subtest of the WISC. Relatively field-independent mothers used inquiry and praise as teaching strategies, and field-dependent mothers used modeling. Trends suggest that the teaching strategies to which the child is exposed may influence which cognitive style the child develops. The data provide evidence of construct validity for Chicano women and suggest that at age 5, field dependence/field independence begins to emerge as a coherent construct in Chicano children. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in toddlers' behavior and parental reaction.

Observed 12 families, each consisting of 1 toddler-aged child, a mother, and a father in their own homes. 6 children were boys, and 6 were girls. Boys played with blocks and manipulated objects significantly more than girls. Girls asked for help, played with dolls, danced, and dressed up significantly more than boys. Both parents gave girls more praise and more criticism than boys, and both parents joined boys' play more often than girls' play. However, boys were left to play alone more than girls. Comparisons between parents' answers on a child-rearing questionnaire were made with the home observations. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Q-sort assessment of attachment security during the preschool years: Links from home to school.

This study investigated relations among preschoolers' secure-base behavior with mother at home, stressful family conditions, and qualities of developing relationships with peers and teachers in preschool. Preschool-age children (N?=?94; 51 boys and 43 girls) and their mothers were observed during multiple home visits, and their security of attachment was assessed with the Attachment Q-Set. Children in families with lower levels of stress had more secure attachment relationships with mothers. Both boys and girls who were less securely attached to their mothers expressed significantly more anger-aggression in preschool. For boys, higher levels of family stress were also significantly related to anger-aggression and to social competence in preschool. In addition. boys who were more securely attached to their mothers were more securely attached to their preschool teachers and were more popular with peers in preschool. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Maternal psychological functioning, family processes, and child adjustment in rural, single-parent, African American families.

A family process model was tested, linking adequacy of family financial resources to academic and psychosocial adjustment among 156 African American 6- to 9-year-old children with single mothers who lived in the rural South. Seventy five percent of the sample lived in poverty. Lack of adequate financial resources was associated with more depressive symptoms and lower self-esteem among mothers. Self-esteem was linked with family routines and mother–child relationship quality. The paths from mother–child relationship quality and family routines to child academic and psychosocial adjustment were mediated by the development of child self-regulation. An alternative partially mediated model improved the fit of the data for families with boys. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transactive discussions with peers and adults.

Piaget (1932) hypothesized that peer and adult–child discussions of moral dilemmas are qualitatively different and that children are more likely to use reasoning when interacting with peers. To test this hypothesis, the present study compared the interactive styles of child–child and adult–child dyads engaged in discussions of moral dilemmas, focusing on the use of logical operations (transacts). 48 7- and 11-yr-old girls were paired with either a female agemate or their mother. Ss used transacts in a higher proportion of their conversational turns when interacting with peers than when interacting with mothers. Ss produced proportionally more transactive responses when interacting with mothers because mothers produced proportionally more requests for idea clarification than did peer partners. Self-generated transacts, on the other hand, were produced proportionally more often with peers. When paired with peers, Ss produced transactive statements that operated on the partner's logic more often rather than clarifying their own logic. Results support Piaget's contention that moral discussions with peers feature a more spontaneous use of reasoning than do discussions with adults. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The child as elicitor of parental sanctions for independent and dependent behavior: A simulation of parent-child interaction.

32 mothers and 32 fathers were shown videotapes of boys and girls performing independent and dependent behaviors. Ss were asked what they would do or say in response to the child being viewed and their responses were recorded. 13 categories of parental response and certain combinations of the categories were analyzed to examine the differential impact of childrens' independent and dependent behavior, and hypotheses regarding the reactions of cross-sex vs same-sex parents. Dependent behavior in children elicited greater encouragement of dependence and directiveness from parents, whereas independent behavior elicited greater encouragement of independence and nondirectiveness. The opposite-sex parent did not respond more directively, but the same-sex parent did respond more nondirectively. Mothers encouraged greater dependence than fathers when children were dependent, and showed a greater shift in their rewarding than fathers as children changed from independent to dependent behavior. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physical aggression toward boys and girls in families characterized by the battering of women.

Forty-eight families (mothers and children) participated in a study on physical aggression toward boys and girls in households characterized by the battering of women. In each family, the mother had sought shelter because of relationship violence and had a son and daughter between 4 and 14 years. Mothers completed measures of physical marital violence directed at themselves, aggression toward children, and children's externalizing behavior problems. Older children completed measures of aggression directed at themselves. Results indicated that child gender moderates the relationship between the battering of women and aggression toward children. In families characterized by "more extreme" battering, boys were more often victims of aggression than girls, boys exhibited more externalizing problems than girls, and gender differences in externalizing problems helped account for the differential aggression directed at boys and girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child temperaments, maternal differential behavior, and sibling relationships.

The primary purpose of this study was to examine the influence of two nonshared family environmental components—maternal differential behavior and sibling temperaments—on the sibling relationship of school-age children. Forty mothers and their same-sex children (20 pairs of boys and 20 pairs of girls) participated. In order to examine the associations of temperament and maternal differential behavior with the quality of sibling interactions, mothers were observed in triadic interactions with their two children. On a separate occasion the sibling dyad was observed interacting in the same contexts. The mothers also provided temperament ratings of each of their children's levels of activity, emotional intensity, and persistence. The results indicated that high activity, high emotional intensity, and low persistence levels in both older and younger children were associated with increased agonism between sisters, whereas high activity and low persistence levels for younger brothers were associated with more agonistic behavior among brothers. An imbalance of maternal behavior that favored the younger child was generally associated with lower rates of verbalizations and prosocial and agonistic behavior directed by siblings to one another. The observations of the mother–sibling triadic and sibling dyadic interactions also revealed consistency in the within-family environments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental caregiving and child externalizing behavior in nonclinical samples: A meta-analysis.

A meta-analysis of 47 studies was used to shed light on inconsistencies in the concurrent association between parental caregiving and child externalizing behavior. Parent–child associations were strongest when the measure of caregiving relied on observations or interviews, as opposed to questionnaires, and when the measure tapped combinations of parent behaviors (patterns), as opposed to single behaviors. Stronger parent–child associations were also found for older than for younger children, and for mothers than for fathers. Finally, externalizing was more strongly linked to parental caregiving for boys than for girls, especially among preadolescents and their mothers. The meta-analysis helps account for inconsistencies in findings across previous studies and supports theories emphasizing reciprocity of parent and child behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Father and mother physical abuse and child aggressive behaviour in two generations.

Research in developmental psychopathology has not adequately examined the role of fathers in abuse, nor has it adequately examined the effects of abuse on girls. This study was an investigation of physical child abuse from fathers and mothers in the prediction of aggressive behavior among boys as well as girls. The participants consisted of 1,536 parents and their 983 college-age children. A parallel 2-generation, cross-sectional design was utilized. Results indicated that physical abuse from fathers and from mothers emerged as significant and additive predictors of aggressive behavior among boys as well as girls. The results point to the important role fathers appear to play in the adaptive and maladaptive functioning of their children. The results also suggest that child maltreatment should be examined within the context of the family unit or microsystem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adolescent mothers' relationships with their own mothers: Impact on parenting outcomes.

This study examined the relationship between mother–grandmother relationship quality and adolescent mothers' parenting behaviors using longitudinal multimethod, multi-informant data. Participants were 181 urban, African American adolescent mothers. Self-report data on mother–grandmother relationship conflict and depressive symptoms were collected after delivery and at 6-, 13-, and 24-month follow-up visits. Videotaped observations were used to measure mother–grandmother relationship quality at baseline. Mother–child interactions were videotaped at 6, 13, and 24 months to operationalize parenting. Mixed-model regression methods were used to investigate the relation between mother–grandmother relationships and mother–child interactions. Mother–grandmother relationship quality predicted both negative control and nurturing parenting. Mothers whose own mothers were more direct (both demanding and clear) and who reported low relationship conflict demonstrated low negative control in their parenting. Mothers who demonstrated high levels of individuation (a balance of autonomy and mutuality) and reported low relationship conflict showed high nurturing parenting. The implications of these findings for adolescent health and emotional development are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)