Affective Quality of the Mother-Child Relationship: Longitudinal Consequences for Children's School-Relevant Cognitive Functioning
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 child...
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| Veröffentlicht in: | Developmental psychology 1987-03, Vol.23 (2), p.210-215 |
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| container_title | Developmental psychology |
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| creator | Estrada, Peggy Arsenio, William F Hess, Robert D Holloway, Susan D |
| description | 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. |
| doi_str_mv | 10.1037/0012-1649.23.2.210 |
| format | Article |
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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.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/0012-1649.23.2.210</identifier><identifier>CODEN: DEVPA9</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic Achievement ; Biological and medical sciences ; Child development ; Cognitive Ability ; Consequence ; Developmental psychology ; Fundamental and applied biological sciences. Psychology ; Human ; Intelligence Quotient ; Longitudinal Studies ; Mother Child Relations ; Psychology. 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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.</description><subject>Academic Achievement</subject><subject>Biological and medical sciences</subject><subject>Child development</subject><subject>Cognitive Ability</subject><subject>Consequence</subject><subject>Developmental psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Intelligence Quotient</subject><subject>Longitudinal Studies</subject><subject>Mother Child Relations</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Psychophysiology</topic><topic>School Readiness</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Estrada, Peggy</creatorcontrib><creatorcontrib>Arsenio, William F</creatorcontrib><creatorcontrib>Hess, Robert D</creatorcontrib><creatorcontrib>Holloway, Susan D</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 12</collection><collection>Periodicals Index Online Segment 32</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Access via APA PsycArticles® (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Estrada, Peggy</au><au>Arsenio, William F</au><au>Hess, Robert D</au><au>Holloway, Susan D</au><au>Parke, Ross D</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Affective Quality of the Mother-Child Relationship: Longitudinal Consequences for Children's School-Relevant Cognitive Functioning</atitle><jtitle>Developmental psychology</jtitle><date>1987-03-01</date><risdate>1987</risdate><volume>23</volume><issue>2</issue><spage>210</spage><epage>215</epage><pages>210-215</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><coden>DEVPA9</coden><abstract>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.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0012-1649.23.2.210</doi><tpages>6</tpages></addata></record> |
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| ispartof | Developmental psychology, 1987-03, Vol.23 (2), p.210-215 |
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| source | EBSCOhost APA PsycARTICLES; Periodicals Index Online |
| subjects | Academic Achievement Biological and medical sciences Child development Cognitive Ability Consequence Developmental psychology Fundamental and applied biological sciences. Psychology Human Intelligence Quotient Longitudinal Studies Mother Child Relations Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology School Readiness |
| title | Affective Quality of the Mother-Child Relationship: Longitudinal Consequences for Children's School-Relevant Cognitive Functioning |
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