Developing Autonomy and Social Competence from Preschool to Middle Childhood in a High-Risk Sample of Children : Links to Mutuality and Maternal Childhood Histories of Risk

Developing Autonomy and Social Competence from Preschool to Middle Childhood in a High-Risk Sample of Children : Links to Mutuality and Maternal Childhood Histories of Risk

Developing Autonomy and Social Competence from Preschool to Middle Childhood in a High-Risk Sample of Children : Links to Mutuality and Maternal Childhood Histories of Risk

Developing Autonomy and Social Competence from Preschool to Middle Childhood in a High-Risk Sample of Children : Links to Mutuality and Maternal Childhood Histories of Risks

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Référence bibliographique [10594]

Grunzeweig, Naomi. 2011. «Developing Autonomy and Social Competence from Preschool to Middle Childhood in a High-Risk Sample of Children : Links to Mutuality and Maternal Childhood Histories of Risk». Thèse de doctorat, Montréal, Université Concordia, Département de psychologie.

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Fiche synthèse

1. Objectifs


Intentions :
«The present prospective, intergenerational study was designed to examine developing autonomy and social competence in a high-risk sample of mother-child dyads at middle childhood, as well as links to mother-child mutuality, mothers’ childhood histories of risk, and mother-child interactions and behaviour problems during preschool.» (p. iii)

Questions/Hypothèses :
«It was hypothesized that mothers’ behaviours would contribute to the prediction of children’s behaviours (in line with social learning theory), and that mutuality behaviours would contribute to the prediction of autonomy behaviours. [...] It was hypothesized that mothers’ histories of childhood aggression and social withdrawal would (through different routes) contribute to the prediction of mothers’ and children’s mutuality and autonomy behaviours, which would in turn predict children’s social competence and problems. [...] It was hypothesized that preschool request strategies and noncompliance would predict maternal and child autonomy at middle childhood, and that preschool noncompliance would predict behaviour problems at both time points.» (p. 37-38)

2. Méthode


Échantillon/Matériau :
«The participants in this study represent a subsample of the Concordia Project. [...] The present dissertation focuses on a subsample of 175 families that participated in a longitudinal study of parents and children including at least three waves of testing. [...] Due to technical difficulties with the videotaped interactions, data for 94 mother-child dyads were available for use in the present study. Children (n = 94) were 10 to 13 years old at the time that they participated.» (p. 39-40)

Instruments :
Questionnaires

Type de traitement des données :
Analyse statistique

3. Résumé


«In line with the study’s hypotheses, results indicated that mutuality behaviours predicted autonomy behaviours. Mothers’ behaviours predicted children’s behaviours, for both autonomy and mutuality, suggesting an atmosphere of reciprocity within the dyad. Children’s behaviours at middle childhood predicted concurrent measures of social competence and problems, underscoring the relationship between autonomy, mutuality, and social competence. Children’s behaviour problems were stable across the two time points, and mothers’ request strategies at preschool predicted mothers’ autonomy support at middle childhood. Furthermore, effects of maternal risk (education, childhood aggression and withdrawal) and child sex were also revealed. This study was the first to longitudinally investigate autonomy from preschool to middle childhood. Results highlight how autonomy behaviours in mother-child interactions relate to developing social competence at middle childhood in families at risk. Findings underscore the significance of middle childhood in determining children’s developmental trajectories, and have important implications for developing policies and programs that promote positive outcomes in vulnerable families.» (p. iv)