Assessing maternal behaviors that support children's self-regulated learning

Abstract

The aim of the present study was to adapt a measure of maternal scaffolding of children's learning and to examine its relationships with children's self-regulated learning (SRL) skills and cognitive performance in different cognitive domains, such as visual-spatial and language tasks. Thirty-five pairs of mothers-preschool children participated in joint problem solving. Maternal supportive behaviors were examined by means of a structured observation form tapping mothers' Cognitive and Metacognitive Support, Emotional- Motivational Support, and Autonomy Support. The children's actual SRL skills and cognitive performance in the two different cognitive domains were also assessed. The maternal scaffolding instrument's inter-rater reliability was confirmed. A developing and dynamic network of relations emerged between maternal scaffolding behaviors, children's SRL skills and cognitive performance; the cognitive domain of the tasks differentiated these relations. Maternal promotion of children's autonomy was positively associated with children's actual use of cognitive strategies, and with their planning and monitoring skills in both cognitive domains. The implications of the findings for promoting children's SRL in different cognitive domains are discussed.