Maternal resources, parenting practices, and child competence in rural, single-parent African American families
Maternal resources, parenting practices, and child competence in rural, single-parent African American families
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DOI：
10.2307/1132205
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发表时间：
1998-06-01
影响因子：
4.6
通讯作者：
Flor, DL
中科院分区：
文献类型：
--
作者：
Brody, GH;Flor, DL
测试了一个家庭过程模型，该模型将母亲教育、母亲宗教信仰以及家庭经济资源的充足性与母亲孩子的认知和社会心理能力联系起来。样本包括 156 名生活在农村地区单亲母亲家庭的 6 至 9 岁非裔美国儿童，其中 82% 生活在贫困中。母亲教育、母亲宗教信仰和财务资源充足性等远端变量与“严肃”养育、母子关系质量和母亲参与孩子学校活动等近端变量相关。反过来，近端变量通过与儿童自我调节的发展相关，与儿童的认知能力、社交能力和内化问题间接相关。
A family process model was tested that linked maternal education, maternal religiosity, and the adequacy of family financial resources to cognitive and psychosocial competence in the mothers' children. The sample included 156 6- to 9-year-old African American children living in single-mother-headed households in rural areas, 82% of whom lived in poverty. The distal variables of maternal education, maternal religiosity, and adequacy of financial resources were linked with the proximal variables of "no nonsense" parenting, mother-child relationship quality, and maternal involvement in the child's school activities. The proximal variables were, in turn, indirectly linked with children's cognitive competence, social competence, and internalizing problems through their association with the children's development of self-regulation.