Parental involvement and children's peer interactions

被引：9

作者：

Ahmetoglu, Emine ^{[1
]}

Acar, Ibrahim H. ^{[2
]}

Ozturk, Manolya Asik ^{[3
]}

机构：

[1] Trakya Univ, Fac Educ, Dept Early Childhood Educ, Edirne, Turkey

[2] Ozyegin Univ, Fac Social Sci, Dept Psychol, Cekmekoy Kampusu, TR-34794 Istanbul, Turkey

[3] Trakya Univ, Uzunkopru Sch Appl Sci, Edirne, Turkey

来源：

CURRENT PSYCHOLOGY | 2022年 / 41卷 / 07期

关键词：

Parent involvement; Early childhood; Peer interactions; Turkish children; EARLY-CHILDHOOD; PRESCHOOL-CHILDREN; FAMILY INVOLVEMENT; MULTIPLE DIMENSIONS; SOCIAL COMPETENCE; PLAY INTERACTIONS; SCHOOL READINESS; MODERATING ROLE; ENGAGEMENT; TEMPERAMENT;

D O I：

10.1007/s12144-020-00965-0

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Children require parental support to successfully develop social and academic skills during early years. We examined the link between parental involvement and preschool children's peer interactions. We recruited 442 children (52.8% girls), their parents and teachers for the current study. The children's age ranged between 40 and 86 months (M = 60.28,SD = 9.72). Parents and teachers reported on children's positive and negative peer interactions using the Penn Interactive Peer Play Scale. Parents reported on their involvement using the Family Involvement Questionnaire. Results from the structural equation models revealed that parental involvement was positively related to positive peer interactions but not with negative peer interactions. Future work and limitations are discussed.

引用

页码：4447 / 4456

页数：10

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