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dc.contributor.authorDuff, Alison E.en_US
dc.date.accessioned2009-05-19T17:38:48Z
dc.date.available2009-05-19T17:38:48Z
dc.date.issued2002-05-19T17:38:48Z
dc.identifier.urihttp://hdl.handle.net/10464/1165
dc.description.abstractThe quality of the mother-child relationship was examined in relation to joint planning, maternal teaching strategies, maternal emotional support, mutual positive affect and attachment security. Fifty-five grade five children and their mothers participated in a laboratory session comprised of various activities and completed questionnaires to evaluate attachment security. Joint planning and social problem solving were assessed observationally during an origami task. Problem solving effectiveness was unrelated to maternal teaching strategies, maternal encouragement and mutual positive affect. A marginally significant relationship was found between maternal encouragement and active child participation. Attachment security was found to be significantly related to sharing of responsibility during local planning, but only for child autonomous performance. An examination of conditional probabilities revealed that mutual positive affect did not increase the likelihood of subsequent mother-child dyadic regulation. However, mutual positive affect was found to be significantly related to both active child participation and dyadic regulation. The hypothesis predicting a mediational model was not supported. The implications of these findings in the theoretical and empirical literature were considered and suggestions for future research were made.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectMother and child.en_US
dc.subjectProblem solving.en_US
dc.titleThe quality of the mother-child relationship during collaborative problem solving /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Psychologyen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Psychologyen_US


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