The Roles of Social Mastery Motivation and Parental Response in Kindergarten Children’s Vocabulary Knowledge and Behavioral Self-Regulation

Paris, France · March 2019

Posters · Lifespan Development

Wing Kai Fung
The Education University of Hong Kong
Kevin Kien Hoa Chung
The Education University of Hong Kong

Abstract

Social mastery active interaction frequency (AIF) had direct negative (in boys) and indirect positive links (via vocabulary knowledge, in girls) with behavioral self-regulation, whereas positive affect frequency (PAF) contributed to boys’ behavioral self-regulation indirectly through expressive vocabulary. Parental response was positively associated with boys’ AIF, PAF, and behavioral self-regulation.

Child

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The Roles of Social Mastery Motivation and Parental Response in Kindergarten Children’s Vocabulary Knowledge and Behavioral Self-Regulation

Abstract

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