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Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control

Self-regulation can be developed through parent-child interactions and has been related to developmental outcomes, e.g., such as educational achievement. This study examined cross-cultural differences and similarities in maternal restrictive control, self-regulation (i.e., behavior and emotion regul...

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Autores principales: Weis, Mirjam, Trommsdorff, Gisela, Muñoz, Lorena
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4885849/
https://www.ncbi.nlm.nih.gov/pubmed/27303318
http://dx.doi.org/10.3389/fpsyg.2016.00722
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author Weis, Mirjam
Trommsdorff, Gisela
Muñoz, Lorena
author_facet Weis, Mirjam
Trommsdorff, Gisela
Muñoz, Lorena
author_sort Weis, Mirjam
collection PubMed
description Self-regulation can be developed through parent-child interactions and has been related to developmental outcomes, e.g., such as educational achievement. This study examined cross-cultural differences and similarities in maternal restrictive control, self-regulation (i.e., behavior and emotion regulation) and school achievement and relations among these variables in Germany and Chile. Seventy-six German and 167 Chilean fourth graders, their mothers, and their teachers participated. Mothers and teachers rated children's behavior regulation with a subscale of the Strengths and Difficulties Questionnaire. Children reported their use of emotion regulation strategies on the Questionnaire for the Measurement of Stress and Coping. Mothers rated maternal restrictive control by answering the Parenting Practice Questionnaire. School achievement was assessed by grades for language and mathematics. Results showed higher behavior regulation of German children in comparison to Chilean children and a higher preference of restrictive parental control in Chilean mothers than in German mothers. Regression analyses revealed positive relations between children's behavior regulation and school achievement in Germany and in Chile. Further, in both cultural contexts, maternal restrictive control was related negatively to behavior regulation and positively to anger-oriented emotion regulation. In sum, the study showed the central function of behavior regulation for school achievement underlining negative relations of maternal restrictive control with children's self-regulation and school achievement in diverse cultural contexts. Culturally adapted interventions related to parenting practices to promote children's behavior regulation may assist in also promoting children's school achievement.
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spelling pubmed-48858492016-06-14 Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control Weis, Mirjam Trommsdorff, Gisela Muñoz, Lorena Front Psychol Psychology Self-regulation can be developed through parent-child interactions and has been related to developmental outcomes, e.g., such as educational achievement. This study examined cross-cultural differences and similarities in maternal restrictive control, self-regulation (i.e., behavior and emotion regulation) and school achievement and relations among these variables in Germany and Chile. Seventy-six German and 167 Chilean fourth graders, their mothers, and their teachers participated. Mothers and teachers rated children's behavior regulation with a subscale of the Strengths and Difficulties Questionnaire. Children reported their use of emotion regulation strategies on the Questionnaire for the Measurement of Stress and Coping. Mothers rated maternal restrictive control by answering the Parenting Practice Questionnaire. School achievement was assessed by grades for language and mathematics. Results showed higher behavior regulation of German children in comparison to Chilean children and a higher preference of restrictive parental control in Chilean mothers than in German mothers. Regression analyses revealed positive relations between children's behavior regulation and school achievement in Germany and in Chile. Further, in both cultural contexts, maternal restrictive control was related negatively to behavior regulation and positively to anger-oriented emotion regulation. In sum, the study showed the central function of behavior regulation for school achievement underlining negative relations of maternal restrictive control with children's self-regulation and school achievement in diverse cultural contexts. Culturally adapted interventions related to parenting practices to promote children's behavior regulation may assist in also promoting children's school achievement. Frontiers Media S.A. 2016-05-31 /pmc/articles/PMC4885849/ /pubmed/27303318 http://dx.doi.org/10.3389/fpsyg.2016.00722 Text en Copyright © 2016 Weis, Trommsdorff and Muñoz. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Weis, Mirjam
Trommsdorff, Gisela
Muñoz, Lorena
Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control
title Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control
title_full Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control
title_fullStr Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control
title_full_unstemmed Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control
title_short Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control
title_sort children's self-regulation and school achievement in cultural contexts: the role of maternal restrictive control
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4885849/
https://www.ncbi.nlm.nih.gov/pubmed/27303318
http://dx.doi.org/10.3389/fpsyg.2016.00722
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