Inexperienced versus experienced mothers’ and preschool teachers’ strategies for providing persuasive messages to young children

Hiroyuki Sasaki, Youichirou Hayashi

研究成果: Chapter

抄録

This chapter compares the message strategies of parents and preschool teachers for persuading young children and reveals the effect of parenting and teaching experience on strategies adopted. The authors asked 454 mothers and 181 preschool teachers to select one of two framed messages to enhance children’s self-regulation ability. The results showed that, compared with no difference in message selection between inexperienced mothers and inexperienced preschool teachers, the strategy of experienced teachers shifted to a more positively-framed approach, whereas that of experienced mothers shifted to a more negatively-framed approach. The contrasting results in message strategy that changed with the parenting/teaching experience support the self-regulatory theory, in which caregivers develop children’s self-regulation ability through regulatory focus messages. This has implications for the development of parenting and teaching styles.

本文言語English
ホスト出版物のタイトルPreschool Children
ホスト出版物のサブタイトルSocial Skills, Educational Development and Health Disparities
出版社Nova Science Publishers, Inc.
ページ69-82
ページ数14
ISBN(電子版)9781634851480
ISBN(印刷版)9781634851312
出版ステータスPublished - 2016 1月 1

ASJC Scopus subject areas

  • 社会科学(全般)

フィンガープリント

「Inexperienced versus experienced mothers’ and preschool teachers’ strategies for providing persuasive messages to young children」の研究トピックを掘り下げます。これらがまとまってユニークなフィンガープリントを構成します。

引用スタイル