Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting

Abstract

Children who develop persistence in the preschool years are likely to function more effectively during the transition into school. In this study of 231 3-year-old children and their mothers, we examined the relations among family social status, maternal values of self-direction, and quality of parenting and children's persistence in challenging tasks. Results of SEM path analysis indicated that family social status was related to maternal values of self-direction, which in turn were associated with the quality of maternal cognitive stimulation and emotional support and child persistence at preschool-age. Family social status and maternal values were indirectly related to child persistence through emotional support. Focusing on parental values of self-direction and provision of support during challenging tasks may help to reduce the gap in school success between children from lower and higher social status families.

Keywords: child motivation; family social status; maternal values; parenting; preschoolers.

Figures

Figure 1

The Hypothesized Model of the Relations among Family Social Status, Maternal Values, and Practices and Child Persistence

Figure 2

The Trimmed Model of the Relations between Family Social Status, Maternal Values, and Practices and Child Persistence Note: *p <.05>