Preschoolers' social competence : the impact of supportive parenting /
ABSTRACT The relationship between supportive parenting and preschoolers' social competence was investigated. First, did mothers who identify themselves as more supportive have children whom they identify as being more socially competent? Second, did mothers who identify themselves as more supportive have children whom teachers identify as being more socially competent? Third, did mothers and teachers report similar levels of social competence for each child? Fourth, was maternal education or annual income associated with supportive parenting? Fifth, was maternal education or annual income associated with children's levels of social competence? And, lastly, were girls identified by teachers and/or mothers as more socially competent than boys? Questionnaires were administered to both mothers and teachers of preschool-aged children (three- and four-year-olds). Mothers completed the (a) Iowa Social Competency Scale-Mother Form, (b) a parenting questionnaire comprised of questions from the Parenting Dimensions Inventory and the Parent Practices Scale, and (c) a demographic questionnaire about their children and themselves. Teachers completed an edited version of the Iowa Social Competency Scale-Mother Form that included only questions relevant to a child-care environment and a demographic questionnaire about themselves and their classrooms. Six research questions were addressed. Significant correlations were found between (a) supportive parenting and mother ratings of social competence and (b) mother and teacher ratings of target children's social competence. A discussion of the findings and implications for future research are provided. Typescript (photocopy) Thesis (M.S.)--Iowa State University, 2004. Includes bibliography.