Abstract

The present study was designed to examine the psychosocial antecedents (maternal childhood histories of risk, SES and psychosocial risk (comprised of maternal mental health, social support and parental stress)) of autonomy-supportive parenting during preschool and the associated socio-emotional outcomes in childhood (e.g. behavioural problems, social competence), in an at-risk community sample. At Time 1, participants were 100 mothers with their preschool aged children (1-6 years). At Time 2, 78 of the same mothers and children participated when the children were school aged (6-11 years). All participants were drawn from families who participated in the Concordia Longitudinal Risk Project (a longitudinal, intergenerational study of disadvantaged children screened on measures of aggression and social withdrawal). Autonomy support was coded in two contexts: 1) free play and 2) interference (i.e., mother completes a questionnaire while her child plays alone).
Results revealed that maternal childhood histories of both aggression and social withdrawal, low SES and high psychosocial risk predicted the use of less autonomy support, thus more control; however, only when in a challenging interference context. Conversely, within the free play context, only high SES was predictive of autonomy support. Furthermore, autonomy support during the challenging interference context at Time 1, predicted less problem behaviour, as well as more social competence at Time 2. Taken together, results indicate the importance of parenting behaviours at an early age for children’s later socio-emotional outcomes. Ultimately, results have implications for the design of preventive interventions addressing vulnerability, and fostering healthy relationships through informing parenting practices.