Mothers' Social Coaching, Mother-Child Relationship Style, and Children's Peer Competence: Is the Medium the Message?

Abstract

Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In 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.

Mothers' Management of Adolescent Peer Relationships: Associations With Aggressive, Prosocial, and Playful Behavior

“…Previous research has shown that parents' conversations about peers are related to higher levels of young children's social competence and peer acceptance, as well as lower levels of relational aggression (Laird et al, 1994;Mize & Pettit, 1997;Werner et al, 2014). Among adolescents, parental consulting has been related to more positive friendship quality (Mounts, 2004), higher levels of prosocial behavior (Poulin et al, 2012), and, in the context of low parent-child conflict, greater social skills (Mounts, 2011).…”

“…Consulting can occur in response to specific incidences involving peers or it can occur as parents see a need for preparing children for the possibility of having particular problems with peers (Ladd & LeSieur, 1995). Generally, consulting has been related to indicators of positive social adjustment among children and adolescents (Laird, Pettit, Mize, Brown, & Lindsey, 1994;Mize & Pettit, 1997;Mounts, 2004Mounts, , 2011Werner, Eaton, Lyle, Tseng, & Holst, 2014).…”

Parent–Child Relationships and Influences

“…Mize and Pettit (1997) reported that preschool children ' s social competence was more closely related to measures of mother -child synchrony than to maternal warmth. Lindsey, Colwell, Frabutt, Chambers, and MacKinnon -Lewis (2008) found that synchrony in the form of shared positive affect was related to early adolescents ' prosocial behavior with peers.…”

“…For example, Harrist and Waugh (2002) argued that dyadic synchrony in parent -child relationships could be a crucial achievement that facilitates social and emotional development by enabling children to function as competent social partners. Mize and Pettit (1997) suggested that participation in synchronous relations with parents might help children learn the rules of effective social discourse. Russell et al (1998) made similar claims about the possible effects of horizontal qualities in parent -child relationships, especially for the development of social and peer competence.…”

Enhancing Social Competence and the Child–Teacher Relationship using a Child-Centred Play Training Model in Hong Kong Preschools

“…Research studies on filial play training have reported significant changes in children's adjustment, reduction of behavioural problems and improvements in self-concept (Bratton and Landreth 1995;Chau and Landreth 1997;Glass 1986;Sensue 1981;Smith 2000;Sywulak 1979). The literature has indicated that play encourages children's peer interaction, cooperation and frequent exchange of positive affect, all of which predict good social skills and favourable peer ties (Mize and Pettit 1997).…”