Preschoolers’ self-regulation moderates relations between mothers’ representations and children’s adjustment to school.

Efrat Sher‐Censor; Tamar Y. Khafi; Tuppett M. Yates

doi:10.1037/dev0000178

September 6, 2016Developmental PsychologyOpen Access

Preschoolers’ self-regulation moderates relations between mothers’ representations and children’s adjustment to school.

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Key Points

To determine whether preschoolers' self-regulation moderates the relationship between maternal representations of the child and changes in school adjustment from preschool to first grade.
Followed a longitudinal cohort of 187 mothers and their preschool-aged children through first grade.
Evaluated maternal representations via verbal narrative coherence, while assessing child self-regulation, externalizing problems, ego-resilience, and peer acceptance through teacher and examiner ratings.
Maternal narrative coherence predicted longitudinal adjustment changes exclusively in children with self-regulation difficulties, with no significant associations observed in children with high self-regulation.
Children with low self-regulation whose mothers produced incoherent narratives displayed increased externalizing behaviors, reduced ego-resilience, and decreased peer acceptance across the transition to elementary school.

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Implication

Longitudinal study reveals that self-regulation moderates maternal representation impacts on school adjustment in preschoolers, indicating environmental sensitivity influences early developmental...

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Sher‐Censor et al. (2016) studied this question.

synapsesocial.com/papers/6a99152c555fc9bb847497c8 https://doi.org/10.1037/dev0000178

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Preschoolers’ self-regulation moderates relations between mothers’ representations and children’s adjustment to school.

Key Points

No abstract yet

Implication

Discussion

Cite This Study

Preschoolers’ self-regulation moderates relations between mothers’ representations and children’s adjustment to school.

Key Points

No abstract yet

Implication

Discussion

Cite This Study

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