The roles of social mastery motivation and parental response in preschoolers' vocabulary knowledge and self-regulation

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Abstract

Social mastery motivation and parental response are important correlates of children's vocabulary and self-regulation skills, but little research has examined their relationships collectively. This study investigated the direct relationships among social mastery motivation (active interaction and positive affect frequencies), parental response, and self-regulation skills and the indirect relationships via vocabulary knowledge. Participants were 182 Hong Kong children (83 girls, mean age 3.82) and their parents. Path analysis revealed that active interaction frequency had direct negative (in boys) and marginal indirect positive relationships (via vocabulary knowledge, in girls) with self-regulation, whereas positive affect frequency was indirectly related to boys' self-regulation through expressive vocabulary. Parental response was positively related to self-regulation and marginally to social mastery motivation in boys only. Findings highlight that different aspects of social mastery motivation may relate to boys' and girls' vocabulary and self-regulation skills, and that parental response may particularly shape boys' social mastery motivation and self-regulation. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)21-35
JournalEarly Child Development and Care
Volume191
Issue number1
Early online dateMar 2019
DOIs
Publication statusPublished - 2021

Citation

Fung, W.-K., & Chung, K. K.-H. (2021). The roles of social mastery motivation and parental response in preschoolers' vocabulary knowledge and self-regulation. Early Child Development and Care, 191(1), 21-35. doi: 10.1080/03004430.2019.1596902

Keywords

  • Social mastery motivation
  • Parental response
  • Vocabulary knowledge
  • Self-regulation
  • Kindergarten children
  • PG student publication

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