A1 Refereed original research article in a scientific journal
Scaffolding interaction in parent-child dyads : Multimodal analysis of parental scaffolding with task and non-task oriented children
Authors: Salonen Pekka, Lepola Janne, Vauras Marja
Publisher: INST SUPERIOR PSICOLOGIA APLICADA
Publication year: 2007
Journal:European Journal of Psychology of Education
Journal name in sourceEUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
Journal acronym: EUR J PSYCHOL EDUC
Volume: 22
Issue: 1
First page : 77
Last page: 96
Number of pages: 20
ISSN: 0256-2928
DOI: https://doi.org/10.1007/BF03173690
Web address : https://link.springer.com/article/10.1007/BF03173690
Abstract
In this exploratory study we conceptualized and explored socio-cognitive, emotional and motivational regulatory processes displayed in scaffolding interaction between parents and their non-task and task-oriented children. Based on the dynamic systems view and findings from developmental research, we assumed that parents with non-task oriented and task-oriented children have formed differential multimodal interaction patterns which have been stabilized during repeated parent child scaffolding episodes. We hypothesized that, in comparison with task-oriented parent-child dyads, parents with non-task oriented children would show more non-optimal patterns in socio-cognitive, motivational, and emotional realms of scaffolding regulation. The sample consisted of 11 task-oriented and 12 non-task oriented (extremely task-avoidant or socially dependent) 7-year-old children with their parents. The children worked on picture arrangement and brick construction tasks. The quality of parent-child regulation was assessed both by global rating scales and by a micro-analytic procedure focused on dyadic coordinations (e.g., parental intrusiveness, directiveness, modulation of emotions and expectations). Global ratings and micro-analyses did reveal group level differences in socio-emotional regulation but not in socio-cognitive and motivational regulation.
In this exploratory study we conceptualized and explored socio-cognitive, emotional and motivational regulatory processes displayed in scaffolding interaction between parents and their non-task and task-oriented children. Based on the dynamic systems view and findings from developmental research, we assumed that parents with non-task oriented and task-oriented children have formed differential multimodal interaction patterns which have been stabilized during repeated parent child scaffolding episodes. We hypothesized that, in comparison with task-oriented parent-child dyads, parents with non-task oriented children would show more non-optimal patterns in socio-cognitive, motivational, and emotional realms of scaffolding regulation. The sample consisted of 11 task-oriented and 12 non-task oriented (extremely task-avoidant or socially dependent) 7-year-old children with their parents. The children worked on picture arrangement and brick construction tasks. The quality of parent-child regulation was assessed both by global rating scales and by a micro-analytic procedure focused on dyadic coordinations (e.g., parental intrusiveness, directiveness, modulation of emotions and expectations). Global ratings and micro-analyses did reveal group level differences in socio-emotional regulation but not in socio-cognitive and motivational regulation.
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