Moderating Effect of Mothers’ Parenting Styles on Pre-schoolers’ Effortful Control and Teacher-Child Relationships
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This study aims to examine the moderating effect of mothers’ parenting styles on pre-schoolers’ effortful control and teacher-child relationships. For the purpose of this study, data were collected from children aged 3, 4, and 5, their mothers (n = 427), and teachers (n = 80). Results revealed that the moderating effect of mothers’ didactic interaction on pre-schoolers’ effortful control and teacher-child relationships was statistically significant. The implications of this finding are discussed, particularly focusing on the importance of the influence of effortful control on teacher-child relationships, through its interaction with mothers’ parenting styles.
Abstract
This study aims to examine the moderating effect of mothers’ parenting styles on pre-schoolers’ effortful control and teacher-child relationships. For the purpose of this study, data were collected from children aged 3, 4, and 5, their mothers (n = 427), and teachers (n = 80). Results revealed that the moderating effect of mothers’ didactic interaction on pre-schoolers’ effortful control and teacher-child relationships was statistically significant. The implications of this finding are discussed, particularly focusing on the importance of the influence of effortful control on teacher-child relationships, through its interaction with mothers’ parenting styles.
참고문헌 (60)
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