Literaturnachweis - Detailanzeige
| Autor/in | Harrist, Amanda W. |
|---|---|
| Titel | Family Interaction Styles as Predictors of Children's Competence: The Role of Synchrony and Nonsynchrony. |
| Quelle | (1993), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Fathers; Interaction Process Analysis; Interpersonal Competence; Kindergarten Children; Mothers; Parent Child Relationship; Parenting Styles; Primary Education; Sex Differences |
| Abstract | This study examined relations among parent-child interaction style and children's social behavior at school. A total of 158 children were observed for 4 hours in their homes the summer before their kindergarten year. Interactions with mothers and fathers were rated in terms of their engagement reciprocity and affective tone. Interactions were then classified as positively synchronous, negatively synchronous, or nonsynchronous. Children's peer group behavior (competence, aggression, and social withdrawal) was assessed via teacher reports. Multiple significant correlations were found between the occurrence of each type of parent-child interaction and the three behavioral measures, particularly for mothers. Next, concordance between mother-child and father-child style of interaction was assessed. Finally, a typological analysis revealed that it is not just the existence of one style of interaction that may facilitate or impede the child's social development. It was found, for example, that children who engaged in high rates of positive synchrony in conjunction with high rates of nonsynchrony were more aggressive than other children. Furthermore, there is evidence that optimal patterns of interaction for mothers and their children may differ from those of father-child dyads. Contains two tables and four figures. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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