Parent–child relationships and preschoolers' social-emotional functioning among low-income families: the moderating role of parental nativity

Name: Parent–child relationships and preschoolers' social-emotional functioning among low-income families: the moderating role of parental nativity
Author: Ren, L., Garcia, A. S., Esteraich, J. M., Encinger, A., Raikes, H. H., Acar, İbrahim Hakkı

İsim	Parent–child relationships and preschoolers' social-emotional functioning among low-income families: the moderating role of parental nativity
Yazar	Ren, L., Garcia, A. S., Esteraich, J. M., Encinger, A., Raikes, H. H., Acar, İbrahim Hakkı
Basım Tarihi:	2019-04
Basım Yeri	- Wolters Kluwer
Konu	Low-income families, Parental nativity, Parent-child relationship, Social-emotional development
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	0896-3746
Kayıt Numarası	b9b3bde5-dc04-40c2-98a1-7606f4f8363e
Lokasyon	Psychology
Tarih	2019-04
Notlar	College of Education and Human Sciences at the University of Nebraska-Lincoln ; Buffett Early Childhood Fund ; Humanities and Social Sciences Research Project of Ministry of Education ; Fundamental Research Funds for the Central Universities
Örnek Metin	The demographic composition in the United States has undergone shifts due to increasing immigration. This may change the way we think about families and children in the United States, and it is important to include immigrant families in parenting research. This study examined the relations between parent-child relationships and preschool-aged children's social-emotional functioning in the context of low-income families in the United States. We also explored how the relations between the two were moderated by parental nativity, specifically focusing on parents born in the United States and those who were born in Mexico and emigrated to the United States. The sample included 199 preschool children enrolled in Educare/Head Start programs and their parents, with 134 of the parents born in the United States and 65 born in Mexico. Parents reported parent-child closeness and conflict. Teachers reported children's social-emotional strengths and behavioral concerns. Assessors evaluated children's executive function and behavior regulation using structured tasks. The results showed that more parent-child conflict was related to more behavioral concerns and lower levels of executive function among children with U.S.-born parents but not among those with Mexico-born parents. The study suggests that the role of parenting in child social-emotional functioning may vary depending on cultural backgrounds among low-income families.
DOI	10.1097/IYC.0000000000000138
Cilt	32

Kaynağa git Özyeğin Üniversitesi

Aramaya Dön

Özyeğin Üniversitesi

Kaynağa git

Parent–child relationships and preschoolers' social-emotional functioning among low-income families: the moderating role of parental nativity

Yazar Ren, L., Garcia, A. S., Esteraich, J. M., Encinger, A., Raikes, H. H., Acar, İbrahim Hakkı

Basım Tarihi 2019-04

Basım Yeri - Wolters Kluwer

Konu Low-income families, Parental nativity, Parent-child relationship, Social-emotional development

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 0896-3746

Kayıt Numarası b9b3bde5-dc04-40c2-98a1-7606f4f8363e

Lokasyon Psychology

Tarih 2019-04

Notlar College of Education and Human Sciences at the University of Nebraska-Lincoln ; Buffett Early Childhood Fund ; Humanities and Social Sciences Research Project of Ministry of Education ; Fundamental Research Funds for the Central Universities

Örnek Metin The demographic composition in the United States has undergone shifts due to increasing immigration. This may change the way we think about families and children in the United States, and it is important to include immigrant families in parenting research. This study examined the relations between parent-child relationships and preschool-aged children's social-emotional functioning in the context of low-income families in the United States. We also explored how the relations between the two were moderated by parental nativity, specifically focusing on parents born in the United States and those who were born in Mexico and emigrated to the United States. The sample included 199 preschool children enrolled in Educare/Head Start programs and their parents, with 134 of the parents born in the United States and 65 born in Mexico. Parents reported parent-child closeness and conflict. Teachers reported children's social-emotional strengths and behavioral concerns. Assessors evaluated children's executive function and behavior regulation using structured tasks. The results showed that more parent-child conflict was related to more behavioral concerns and lower levels of executive function among children with U.S.-born parents but not among those with Mexico-born parents. The study suggests that the role of parenting in child social-emotional functioning may vary depending on cultural backgrounds among low-income families.

DOI 10.1097/IYC.0000000000000138

Cilt 32