AFFECTIVE QUALITY OF THE MOTHER-CHILD-RELATIONSHIP - LONGITUDINAL CONSEQUENCES FOR CHILDRENS SCHOOL-RELEVANT COGNITIVE-FUNCTIONING
AFFECTIVE QUALITY OF THE MOTHER-CHILD-RELATIONSHIP - LONGITUDINAL CONSEQUENCES FOR CHILDRENS SCHOOL-RELEVANT COGNITIVE-FUNCTIONING
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DOI：
10.1037/0012-1649.23.2.210
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发表时间：
1987-03-01
影响因子：
4
通讯作者：
HOLLOWAY, SD
中科院分区：
文献类型：
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作者：
ESTRADA, P;ARSENIO, WF;HOLLOWAY, SD
本文报告了母子关系情感质量与学校相关认知表现之间联系的纵向数据。67位母亲和她们的孩子参加了研究的第一阶段（学前）；其中47名儿童在12岁时接受了随访。儿童4岁时的母子关系情感质量与4岁时的心理能力、5-6岁时的入学准备、6岁时的智商和12岁时的学业成绩显著相关。当考虑到母亲的智商、社会经济地位（SES）和孩子4岁时的智力时，这些关联仍然显著。我们的研究结果表明，情感关系可能通过三种方式影响认知发展：(a)影响父母参与和支持孩子解决问题的倾向；(b)影响儿童的社会能力，从而影响儿童与成人之间的信息交流；(c)通过影响儿童的探索倾向，从而使他们愿意接近和坚持任务。
This article reports longitudinal data on the link between the affective quality of the mother-child relationship and school-relevant cognitive performance. Sixty-seven mothers and their children participated in the first (preschool) phase of the study; 47 were included in a follow-up when the children were 12 years of age. The affective quality of the mother-child relationship when the child was 4 years of age was significantly correlated with mental ability at age 4, school readiness at ages 5-6, IQ at age 6, and school achievement at age 12. These associations remained significant when the contributions of maternal IQ, socioeconomic status (SES), and children''s mental ability at age 4 were taken into account. Our findings suggest that affective relationships may influence cognitive growth in three ways: (a) by affecting parent''s tendency to engage and support children in solving problems; (b) by affecting children''s social competence and, consequently, the flow of information between children and adults; and (c) by affecting children''s exploratory tendencies, hence their willingness to approach and persist in tasks.