A PSYCHOLOGICAL INVESTIGATION OF THE RELATIONSHIP AMONG MATERNAL SELF-CONCEPT, MATERNAL-CHILD ATTITUDES, AND THE SOCIAL-EMOTIONAL FUNCTIONING AND SELF-CONCEPT OF CHILDREN (CHILDREARING, ADJUSTMENT, SCHOOL BEHAVIOR)

The purpose of the study was to determine the nature of the relationship among maternal self-concept, maternal-child relationship attitudes, selected demographic variables, and the social-emotional functioning, and self-concept of sixth grade children. Ninety-four mother-child pairs participated. The Tennessee Self-Concept Scale was administered with both mothers and children. In addition, the mothers completed the Mother-child Relationship Evaluation form, and demographic variables form covering such areas as maternal age, marital status and socioeconomic level. In the classroom, each child completed a repertory grid rating scale designed to measure social-emotional functioning in school. This variable included three measures namely, self, peer, and teacher ratings. The results were analyzed by analysis of Variance, Bivariate Regression and Multiple Regression techniques. Several significant relationships emerged revealing that mother-child relationship attitudes of rejection, and maternal self-concept significantly influence children's self-concept. Negative attitudes and low maternal self-concept correlated positively with lower children's self-concept measures. The findings also suggest that below grade level achievement is related to less appropriate social-emotional functioning in school when measured by peer and teacher ratings. In addition, boys appear to be less adjusted socially and emotionally than girls when assessed by peers and teachers. However, self perceptions of social-emotional functioning did not appear to differ significantly across conditions or variables. The study results indicate that efforts may be needed to enhance the self-concept and child-rearing attitudes of parents in addition to providing direct service to students. School curricula may also need to expand beyond the traditional areas to help prepare students both socially and emotionally. Finally, social skills development programs may need to be provided especially for those students experiencing academic as well as social-emotional difficulties.