Maternal confidence, knowledge, and quality of mother‐toddler interactions
A preliminary study
Bibliographic Data
| ID | 11277137 |
|---|---|
| Authors | Barbara Conrad (Rush University, corresponding author), Deborah Gro (0000-0002-5707-6132, Rush University), Deborah Gross (Rush University), Lou Fogg (Rush‐Presbyterian‐St. Luke's Medical Center), Patsy Ruchala (St. Louis University, College of Nursing), Patsy L Ruchala |
| Year | 1992 |
| Volume | 13 |
| Issue | 4 |
| Pages | 353-362 |
| Publication date | 1992-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Infant Mental Health Journal (JOURNAL) |
| Journal identifiers | ISSN: 0163-9641 • E-ISSN: 1097-0355 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/1097-0355(199224)13:4<353::aid-imhj2280130410>3.0.co;2-# |
| OpenAlex | W1516111342 |
| Language | EN |
| Citations received | 18 |
| References cited | 20 |
The purpose of this study was to examine the relationships among maternal confidence, knowledge of child development, and quality of mother-toddler interactions using self-efficacy (Bandura, 1977, 1989) as the theoretical framework. Using the Toddler Care Questionnaire, 50 mothers of toddlers were asked to estimate their confidence in their ability to parent their toddlers. Mothers also completed the Knowledge of Infant Development Questionnaire and were videotaped in their homes during a structured interaction with their toddlers. Maternal confidence was positively correlated with maternal knowledge of child development and parenting. The relationships among mother's knowledge of child development, maternal confidence, and quality of mother-toddler interactions were examined by a 2 × 3 analysis of variance with quality of interactions as the dependent variable. There were no significant main effects for maternal knowledge or confidence on quality of mother-toddler interactions, but there was a significant interaction effect. That is, the combined effects of maternal knowledge and confidence were related to quality of mother-toddler interactions. These results may explain previous inconsistencies in the literature regarding the significance of maternal confidence for mother-child interactions and are congruent with self-efficacy theory. Implications for interventions are discussed.
Developmental psychology · Epistemology · Quality (philosophy) · Toddler · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Family and Disability Support Research · Philosophy · Psychology
Increasing Parental Knowledge About Child Feeding
Comparison of Canadian and Dutch Urban Parents and Grandparents in Terms of Knowledge of Children's Cognitive and Social-Emotional Development
Racial Discrimination as a Correlate of African American Mothers' Emotion Talk to Young Children
Early Intervention for Children with Permanent Hearing Loss
Broadening understanding of executive function in children with different hearing histories
Subsidizing child care
Self-Efficacy and Parenting Quality
Family Influences on Racial Identity Among African American Youth
Community Implementation and Evaluation of the Chicago Parent Program
Adolescent mothers' knowledge of child development and expectations for their own infants
Cultural and Parenting Cognitions in Acculturating Cultures
Predictors of maternal knowledge on early childhood development in highly marginalized communities in Mexico
Potential roles of parental self-efficacy in parent and child adjustment
Nutrition Education Aimed at Toddlers
Building a Predictive Model of Social-Emotional Adjustment
Gauging knowledge of developmental milestones among Albertan adults
The Knowledge of Effective Parenting Scale (Keps)
Associations Between Early Intervention Home Visits, Family Relationships and Competence for Mothers of Children with Developmental Disabilities
| Citations per year | 0.6 |
|---|---|
| Citation span | 1996 - 2025 (30) |
| Highly cited | No |