{"id":238,"date":"2022-11-11T22:33:25","date_gmt":"2022-11-11T22:33:25","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/?page_id=238"},"modified":"2022-12-01T08:56:02","modified_gmt":"2022-12-01T08:56:02","slug":"ecv2022-245","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/ecv2022-245\/","title":{"rendered":"245 – Maternal overcontrol and young children\u2019s internalising problems in China: The roles of social competence and teacher-child conflict"},"content":{"rendered":"\t\t
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Presentation - ECV2022-245<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Maternal overcontrol and young children\u2019s internalising problems in China: The roles of social competence and teacher-child conflict<\/strong><\/h1>\n

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Juanjuan Sun<\/strong>, Shanghai Normal University, China (sjj0256@163.com<\/a>)
Yan Li<\/strong>, Shanghai Normal University, China (liyan@shnu.edu.cn<\/a>)<\/p>\n

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Background: <\/strong>Parental overcontrol as an important dimension of parenting behaviour has been found to be associated with children\u2019s internalising problems. However, most studies were conducted in western countries and there is a dearth of evidence on this relationship in the Chinese context. Moreover, little is known about the underlying mechanisms that might account for the links between parental overcontrol and preschoolers\u2019 internalising problems.<\/p>\n\n

Aim:<\/strong> The goal of the current study was to examine a theoretical model linking maternal overcontrol, children\u2019s social competence, teacher-child conflict and children\u2019s internalising problems in the context of China.<\/p>\n\n

Method:<\/strong> Using a one-year longitudinal study, maternal overcontrol was assessed through observation during mother-child interaction tasks. Teachers rated children\u2019s social competence, internalising problems, and their relationship with each child. Participants were 216 children (110 boys; Mage<\/sub> <\/em>at Time 1 = 48.59 months, SD<\/em> =3.73), recruited from two public kindergartens in Shanghai, China.<\/p>\n\n

Results:<\/strong> The results show that: (a) maternal overcontrol indirectly predicted children\u2019s internalising problems through its negative association with the child\u2019s social competence; and (b) the indirect effect was moderated by teacher-child conflict, such that the higher level of teacher-child conflict exacerbated the negative effect of maternal overcontrol on children\u2019s social competence.<\/p>\n\n

Conclusions:<\/strong> Children\u2019s social competence mediated the effect of maternal overcontrol on children\u2019s internalising problems, and teacher-child conflict reinforces this negative effect.<\/p>\n\n

Implications for children and families:<\/strong> To improve your child\u2019s social skills and alleviate internalisation problems, value and support your children\u2019s autonomy.<\/p>\n\n

Implications for practitioners:<\/strong> You need to maintain a positive relationship (i.e., high in warmth, low in conflict) with children and create a good class environment to better facilitate children\u2019s development.<\/p>\n\n

Funding<\/strong>: This study was supported by a grant from the Social Science Foundation of the Ministry of Education of China (grant number 304-B-9101-19-001003) and the China National Society of Early Childhood Education (grant number K20210054).<\/p>\n\n

Key words: <\/strong>children\u2019s voices, families\u2019 voices, maternal overcontrol, internalising problems<\/p>\n\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n\n