Mothers' social coaching, mother-child relationship style, and children's peer competence: Is the medium the message?

Author(s): Pettit, G. S.

Journal/Book: Child Develop. 1997; 68: 5720 S Woodlawn Ave, Chicago, IL 60637. Univ Chicago Press. 312-332.

Abstract: Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. Ln Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 (n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence.

Note: Article Mize J, Auburn Univ, Dept Family & Child Dev, 203 Spidle Hall, Auburn,AL 36849 USA

Keyword(s): PRESCHOOL-CHILDREN; DYADIC SYNCHRONY; SOCIALIZATION; BEHAVIOR; PARENTS; BELIEFS; PERCEPTIONS; INITIATIONS; KNOWLEDGE; PATTERNS

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