Examining Maternal Social and Emotional Experiences as Predictors of Preschool-Aged Children's Social-Emotional Competence
Few researchers have examined the socialization of social-emotional competence in preschool-aged children; specifically, limited research has been conducted on the ways in which mothers’ social-emotional experiences influence children’s social-emotional development. This study examined the effects of maternal stress, perceived social support, task-focused coping, emotion-focused coping, and avoidance-oriented coping on preschool-aged children’s social-emotional competence, also conceptualized as children’s total problem behaviors. Participants were 100 mothers with neurotypically developing children between the ages of 3 and 5 years. Pearson correlations and a hierarchical regression analysis were conducted. Results indicated that maternal stress contributed unique variance to children’s total problem behaviors. Perceived social support and emotion-focused coping were each significantly associated with children’s total problem behaviors. Task-focused coping and avoidance-oriented coping did not contribute unique variance to children’s total problem behaviors. Implications for future research and for the development of targeted prevention and intervention efforts are discussed.
Psychology|Developmental psychology|Social psychology
Levenson, Lisa Winn, "Examining Maternal Social and Emotional Experiences as Predictors of Preschool-Aged Children's Social-Emotional Competence" (2021). ETD Collection for Fordham University. AAI28417437.