@article{ref1,
title="Mothers' social coaching, mother-child relationship style, and children's peer competence: is the medium the message?",
journal="Child development",
year="1997",
author="Mize, J. and Pettit, G. S.",
volume="68",
number="2",
pages="312-332",
abstract="Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 (n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence.<p /><p>Language: en</p>",
language="en",
issn="0009-3920",
doi="",
url="http://dx.doi.org/"
}