Çocukların Benlik Algısı Bildirimlerinde Anne-Çocuk Tutarlılığının Anne Eğitim Düzeyine ve Cinsiyete Göre İncelenmesi

Year 2023, Volume: 13 Issue: 68, 106 - 121, 31.03.2023

Elif Özen , Nihal Yeniad , Bengu Borkan

https://doi.org/10.17066/tpdrd.1208263el

Abstract

Bu çalışma, çocukların farklı alanlardaki benlik algılarına ilişkin annelerin ve çocukların bildirimleri arasındaki tutarlılığın anne eğitim düzeyine ve çocuğun cinsiyetine göre uyumunu incelemeyi amaçlamaktadır. Yaşları dokuz ile 14 arasında değişen ergenler ve annelerinden oluşan örneklem (N = 270), Harter tarafından geliştirilen Çocuklar İçin Benlik Algısı Profilinden (ÇİBAP) oluşan bir anket formu doldurmuştur. Bu çalışmadan ortaya çıkan üç önemli sonuç şu şekildedir: Anne-çocuk çifti arasında düşük ila orta düzeyde bir tutarlılık görülmüştür. İkinci olarak, çocukların annelerin algılarına göre daha yüksek bir genel öz-değere sahip oldukları ve sosyal kabul, davranışsal yönetim ve atletik yeterlik alanlarında kendilerini daha yetkin olarak algıladıkları bulunmuştur. Düşük eğitimli anneler, cinsiyetten bağımsız olarak, çocukların davranışsal yönetimlerini çocukların kendilerinden daha düşük algıladıklarını bildirmişlerdir. Son olarak, düşük eğitimli anneler kızlarının sosyal yeterliğini daha düşük raporlarken, oğulları için benzer bir sonuçtan söz edilmemektedir. Bulgular, Türk annelerinin sosyalleştirme ve toplumsal cinsiyet rolü beklentileri bağlamında tartışılmıştır.

Keywords

self-perception, agreement, multi-informant, mother-child dyad, pre-adolescence

Examining Mother-Child Agreement in the Reports of Child Competence by Maternal Education and Gender

Abstract

This study aims to examine whether the level of agreement between mothers’ and children’s reports of children’s self-perception across different areas differ(s) by child gender and maternal educational level. The sample consisted of adolescents aged between 9 and 14 and their mothers (N = 270). Adolescents filled out Harter’s Self-Perception Profile for Children (SPPC; 2012) to assess their competence in different domains (e.g., social adjustment, school success). The instructions for SPCC were modified for mothers to evaluate their children’s perception of competence. The reports of mothers and their children were compared, and the results indicated low-to-moderate agreement between mothers-child dyads about children’s sense of competence. Second, children were found to have a higher global sense of self-worth and perceive themselves as more competent in social, behavioral, and athletic areas when compared to their mothers’ perceptions. Finally, it was determined that the agreement between the mother-child dyad differs by the mothers’ education level and the child’s gender. Accordingly, low-educated mothers perceived their children as less behaviorally competent than the children themselves did. Regarding social competence, the perception of low-educated mothers differed with their daughters but not with their sons. The results were discussed in view of the context of Turkish mothers’ socialization and gender role expectations.

Keywords

self-perception, agreement, multi-informant, mother-child dyad, pre-adolescence

References

• Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213-232. https://doi.org/10.1037//00332909.101.2.213
• Affrunti, N. W., & Woodruff-Borden, J. (2015). The effect of maternal psychopathology on parent–child agreement of child anxiety symptoms: A hierarchical linear modeling approach. Journal of Anxiety Disorders, 32, 56-65. https://doi.org/10.1016/j.janxdis.2015.03.010
• Altan-Aytun, Ö., Yagmurlu, B., & Yavuz, H. M. (2013). Turkish mothers’ coping with children’s negative emotions: A brief report. Journal of Child and Family Studies, 22(3), 437-443. https://doi.org/10.1007/s10826-012-9597-x
• Angold, A., Weissman, M.M., John, K., Merikancas, R.K., Prusoff, B.A., Wickramaratne, P., Gammon, G.D., & Warner, V. (1987). Parent and child reports of depressive symptoms in children at low and high risk of depression. Journal of Child Psychology and Psychiatry, 28(6), 901-915. https://doi.org/10.1111/j.1469-7610.1987.tb00678.x
• Berg‐Nielsen, T. S., Vika, A., & Dahl, A. A. (2003). When adolescents disagree with their mothers: CBCL‐YSR discrepancies related to maternal depression and adolescent self‐esteem. Child: Care, Health and Development, 29(3), 207-213. https://doi.org/10.1046/j.1365-2214.2003.00332.x
• Bleeker, M. M., & Jacobs, J. E. (2004). Achievement in math and science: Do mothers beliefs matter 12 years later? Journal of Educational Psychology, 96(1), 97-109. https://doi.org/10.1037/0022-0663.96.1.97
• Bois, J. E., Sarrazin, P. G., Brustad, R. J., Trouilloud, D. O., & Cury, F. (2002). Mothers’ expectancies and young adolescents’ perceived physical competence: A yearlong study. The Journal of Early Adolescence, 22(4), 384-406. https://doi.org/10.1177/027243102237189
• Bois, J. E., Sarrazin, P. G., Brustad, R. J., Trouilloud, D. O., & Cury, F. (2005). Elementary school children's perceived competence and physical activity involvement: The influence of parents' role modelling behaviors and perceptions of their child's competence. Psychology of Sport and Exercise, 6(4), 381-397. https://doi.org/10.1016/j.psychsport.2004.03.003
• Bornholt, L., & Goodnow, J. (1999). Cross-generation perceptions of academic competence: Parental expectations and adolescent self-disclosure. Journal of Adolescent Research, 14(4), 427-447. https://doi.org/10.1177/0743558499144003
• Bornstein, M. H., Hahn, C.-S., Suwalsky, J. T. D., & Haynes, O. M. (2003). Socioeconomic status, parenting, and child development: The Hollingshead Four-Factor Index of Social Status and The Socioeconomic Index of Occupations. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic status, parenting, and child development (p. 29–82). Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9781410607027
• Brody, G. H., Stoneman, Z., Flor, D., McCrary, C., Hastings, L., & Conyers, O. (1994). Financial resources, parent psychological functioning, parent co‐caregiving, and early adolescent competence in rural two‐parent African‐American families. Child Development, 65(2), 590-605. https://doi.org/10.2307/1131403
• Brummelman, E., & Thomaes, S. (2017). How children construct views of themselves: A social‐developmental perspective. Child Development, 88(6), 1763-1773. https://doi.org/10.1111/cdev.12961
• Chi, T. C., & Hinshaw, S. P. (2002). Mother–child relationships of children with ADHD: The role of maternal depressive symptoms and depression-related distortions. Journal of Abnormal Child Psychology, 30(4), 387-400. http://doi.org/10.1023/a:1015770025043
• Choudhury, M. S., Pimentel, S. S., & Kendall, P. C. (2003). Childhood anxiety disorders: Parent–child (dis) agreement using a structured interview for the DSM-IV. Journal of the American Academy of Child & Adolescent Psychiatry, 42(8), 957-964. http://doi.org/10.1097/01.CHI.0000046898.27264.A2
• Cohen, J. (1988). Statistical power of analysis for the behavioral sciences. Lawrence Erlbaum Associates. https://doi.org/10.4324/9780203771587
• Cole, D.A., Maxwell, S.E., Martin, J.M., Peeke, L.G., Seroczynski, A.D., Tram, J.M., Hoffman, K.B., Ruiz, M.D., Jacquez, F., & Maschman, T. (2001). The development of multiple domains of child and adolescent self-concept: A cohort sequential longitudinal design. Child Development, 72(6), 1723-1746. https://doi.org/10.1111/1467-8624.00375
• Cooley, C. (1902). Human nature and the social order. C. Scribner's Sons.
• De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858-900 https://doi.org/10.1037/a0038498
• De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recommendations for further study. Psychological Bulletin, 131(4), 483-509. https://doi.org/10.1037/0033-2909.131.4.483
• De Los Reyes, A., & Kazdin, A. E. (2006). Informant discrepancies in assessing child dysfunction relate to dysfunction within mother-child interactions. Journal of Child and Family Studies, 15(5), 643-661. https://doi.org/10.1007/s10826-006-9031-3
• Durgel, E. S., Vijver, F. J. V. D., & Yagmurlu, B. (2012). Self-reported maternal expectations and child-rearing practices: Disentangling the associations with ethnicity, immigration, and educational background. International Journal of Behavioral Development, 37(1), 35-43. https://doi.org/10.1177/0165025412456145
• Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents' socialization of gender differences. Journal of Social Issues, 46(2), 183-201. https://doi.org/10.1111/j.1540-4560.1990.tb01929.x
• Endendijk, J. J., Groeneveld, M. G., van Berkel, S. R., Hallers-Haalboom, E. T., Mesman, J., & Bakermans-Kranenburg, M. J. (2013). Gender stereotypes in the family context: Mothers, fathers, and siblings. Sex Roles, 68(9), 577-590. https://doi.org/10.1007/s11199-013-0265-4
• Epkins, C. C. (1998). Mother-and father-rated competence, child-perceived competence, and cognitive distortions: Unique relations with children's depressive symptoms. Journal of Clinical Child Psychology, 27(4), 442-451. https://doi.org/10.1207/s15374424jccp2704_8
• Epkins, C. C., & Meyers, A. W. (1994). Assessment of childhood depression, anxiety, and aggression: Convergent and discriminant validity of self-, parent-, teacher-, and peer-report measures. Journal of Personality Assessment, 62(2), 364-381. https://doi.org/10.1207/s15327752jpa6202_16
• Epstein, S. (1973). The self-concept revisited: Or a theory of a theory. American Psychologist, 28(5), 404-416. https://doi.org/10.1037/h0034679
• Exenberger, S., Riedl, D., Rangaramanujam, K., Amirtharaj, V., & Juen, F. (2019). A cross-sectional study of mother-child agreement on PTSD symptoms in a south Indian post-tsunami sample. BMC Psychiatry, 19(1), 1-10. https://doi.org/10.1186/s12888-019-2408-9
• Ferdinand, R. F., van der Ende, J., & Verhulst, F. C. (2004). Parent-adolescent disagreement regarding psychopathology in adolescents from the general population as a risk factor for adverse outcome. Journal of Abnormal Psychology, 113(2), 198-206. https://doi.org/10.1037/0021-843X.113.2.198
• Ferdinand, R. F., van der Ende, J., & Verhulst, F. C. (2006). Prognostic value of parent-adolescent disagreement in a referred sample. European Child & Adolescent Psychiatry, 15, 156–162. https://doi.org/10.1007/s00787-005-0518-z
• Frome, P. & Eccles, J. (1998). Parents’ influence on children’s achievement related perceptions. Journal of Personality and Social Psychology, 74(2), 435-452. https://doi.org/10.1037//0022-3514.74.2.435
• Fox, R. A., Platz, D. L., & Bentley, K. S. (1995). Maternal factors related to parenting practices, developmental expectations, and perceptions of child behavior problems. The Journal of Genetic Psychology, 156(4), 431-441. https://doi.org/10.1080/00221325.1995.9914835
• Fu, R., Lee, J., Chen, X., & Wang, L. (2020). Academic self‐perceptions and academic achievement in Chinese children: A multi-wave longitudinal study. Child Development, 91(5), 1718-1732. https://doi.org/10.1111/cdev.13360
• Gniewosz, B., Eccles, J. S., & Noack, P. (2012). Secondary school transition and the use of different sources of information for the construction of the academic self‐concept. Social Development, 21(3), 537-557. https://doi.org/10.1111/j.1467-9507.2011.00635.x
• Gniewosz, B., Eccles, J. S., & Noack, P. (2014). Early adolescents' development of academic self‐concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25(3), 459-473. https://doi.org/10.1111/jora.12140
• Gresham, F. M., Elliott, S. N., Metallo, S., Byrd, S., Wilson, E., & Cassidy, K. (2017). Cross‐informant agreement of children's social‐emotional skills: An investigation of ratings by teachers, parents, and students from a nationally representative sample. Psychology in the Schools, 55(2), 208-223. https://doi.org/10.1002/pits.22101
• Grills, A. E., & Ollendick, T. H. (2002). Issues in parent-child agreement: The case of structured diagnostic interviews. Clinical Child and Family Psychology Review, 5(1), 57-83. https://doi.org/10.1023/A:1014573708569
• Guimaraes, S. (2015). Gender differences in the relationship between the regular practice of sports and physical exercise, self-beliefs and academic achievement during adolescence. Journal of Educational and Developmental Psychology, 5(2), 77-88. https://doi.org/0.5539/jedp.v5n2p77
• Harter, S. (1982). The perceived competence scale for children. Child Development, 53(1), 87-97 https://doi.org/10.2307/1129640
• Harter, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R.F. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard. (pp. 87-116). Plenum Press. https://doi.org/10.1007/978-1-4684-8956-9
• Harter, S. (1999). The construction of the self. Guilford Press.
• Harter, S. (2012). Self-perception profile for adolescents: Manual and questionnaires. University of Denver, Department of Psychology.
• Hattie, J. (1992). Self-concept. Lawrence Erlbaum Associates, Publishers.
• Imamoglu, E. O. (1998). Individualism and collectivism in a model and scale of balanced differentiation and integration. Journal of Psychology, 132, 95-105. https://doi.org/10.1080/00223989809599268
• Jacobs, J. E., & Eccles, J. S. (1992). The impact of mothers' gender-role stereotypic beliefs on mothers' and children's ability perceptions. Journal of Personality and Social Psychology, 63(6), 932-944. https://doi.org/10.1037/0022-3514.63.6.932
• Jan, C. T. E., & Janssens, M. A. M. (1998). Maternal influences on daughters' gender role attitudes. Sex Roles, 38(3), 171-186. https://doi.org/10.1023/A:1018776931419
• Kağıtçıbaşı, Ç. (1996). The autonomous-relational self. European Psychologist, 1(3), 180-186.
• Kağıtçıbaşı, Ç. (2017). Family, Self, and Human Development across Cultures Theory and Applications. (2nd ed.). Routledge Classic Editions.
• Karver, M. S. (2006). Determinants of multiple informant agreement on child and adolescent behavior. Journal of Abnormal Child Psychology, 34(2), 242-253. https://doi.org/10.1007/s10802-005-9015-6
• Kemper, T. S., Gerhardstein, R., Repper, K. K., & Kistner, J. A. (2003). Mother–child agreement on reports of internalizing symptoms among children referred for evaluation of ADHD. Journal of Psychopathology and Behavioral Assessment, 25, 239–250. https://doi.org/10.1023/A:1025847012201
• Kuzucu, Y., Bontempo, D. E., Hofer, S. M., Stallings, M. C., & Piccinin, A. M. (2013). Developmental change and time-specific variation in global and specific aspects of self-concept in adolescence and association with depressive symptoms. The Journal of Early Adolescence, 34, 638–666. https://doi.org/10.1177/0272431613507498
• Lagattuta, K. H., Sayfan, L., & Bamford, C. (2012). Do you know how I feel? Parents underestimate worry and overestimate optimism compared to child self-report. Journal of Experimental Child Psychology, 113(2), 211-232. https://doi.org/10.1016/j.jecp.2012.04.001
• Lohaus, A., Rueth, J. E., & Vierhaus, M. (2020). Cross-informant discrepancies and their association with maternal depression, maternal parenting stress, and mother-child relationship. Journal of Child and Family Studies, 29(3), 867-879. https://doi.org/10.1007/s10826-019-01625-z
• López-Pérez, B., & Wilson, E. L. (2015). Parent–child discrepancies in the assessment of children’s and adolescents’ happiness. Journal of Experimental Child Psychology, 139, 249-255. https://doi.org/10.1016/j.jecp.2015.06.006
• Lv, B., Zhou, H., Liu, C., Guo, X., Zhang, C., Liu, Z., & Luo, L. (2018). The relationship between mother–child discrepancies in educational aspirations and children's academic achievement: The mediating role of children's academic self-efficacy. Children and Youth Services Review, 86, 296-301. https://doi.org/10.1016/j.childyouth.2018.02.010
• McGrath, E. P., & Repetti, R. L. (2000). Mothers' and fathers' attitudes toward their children's academic performance and children's perceptions of their academic competence. Journal of Youth and Adolescence, 29(6), 713-723. https://doi.org/10.1023/A:1026460007421
• McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204.
• Mendelson, B. K., White, D. R., & Mendelson, M. J. (1996). Self-esteem and body esteem: Effects of gender, age, and weight. Journal of Applied Developmental Psychology, 17(3), 321-346. https://doi.org/10.1016/S0193-3973(96)90030-1
• Mesman, J., & Groeneveld, M. G. (2018). Gendered parenting in early childhood: Subtle but unmistakable if you know where to look. Child Development Perspectives, 12(1), 22-27. https://doi.org/10.1111/cdep.12250
• Meyrose, A. K., Klasen, F., Otto, C., Gniewosz, G., Lampert, T., & Ravens-Sieberer, U. (2018). Benefits of maternal education for mental health trajectories across childhood and adolescence. Social Science & Medicine, 202, 170-178. https://doi.org/10.1016/j.socscimed.2018.02.026
• Montgomery, M. S. (1994). Self-concept and children with learning disabilities: Observer-child concordance across six context-dependent domains. Journal of Learning Disabilities, 27(4), 254-262. https://doi.org/10.1177/002221949402700407
• Nielsen, M., Haun, D., Kärtner, J., & Legare, C. H. (2017). The persistent sampling bias in developmental psychology: A call to action. Journal of Experimental Child Psychology, 162, 31-38. https://doi.org/10.1016/j.jecp.2017.04.017
• Noordstar, J. J., & Volman, M. J. M. (2020). Self-perceptions in children with probable developmental coordination disorder with and without overweight. Research in Developmental Disabilities, 99, https://doi.org/10.1016/j.ridd.2020.103601
• Parsons, J., Adler, T. & Kaczala, C. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53(2), 310-321. https://doi.org/10.2307/1128973
• Pereira, A. I., Muris, P., Barros, L., Goes, R., Marques, T., & Russo, V. (2015). Agreement and discrepancy between mother and child in the evaluation of children’s anxiety symptoms and anxiety life interference. European Child & Adolescent Psychiatry, 24(3), 327-337. https://doi.org/10.1007/s00787-014-0583-2
• Pesu, L., Aunola, K., Viljaranta, J., & Nurmi, J. E. (2016). The development of adolescents’ self-concept of ability through grades 7-9 and the role of parental beliefs. Frontline Learning Research, 4(3), 92-109. https://doi.org/10.14786/flr.v4i3.249
• Pesu, L., Aunola, K., Viljaranta, J., Hirvonen, R., & Kiuru, N. (2018). The role of mothers' beliefs in students' self-concept of ability development. Learning and Individual Differences, 65, 230-240. https://doi.org/10.1016/j.lindif.2018.05.013
• Phillips, D. A. (1987). Socialization of perceived academic competence among highly competent children. Child Development, 58(5), 1308-1320. https://doi.org/10.2307/1130623
• Pomerantz, E. M., & Dong, W. (2006). Effects of mothers' perceptions of children's competence: The moderating role of mothers' theories of competence. Developmental Psychology, 42(5), 950-961. https://doi.org/10.1037/0012-1649.42.5.950
• Rapee, R. M., Barrett, P. M., Dadds, M. R., & Evans, L. (1994). Reliability of the DSM-III-R childhood anxiety disorders using structured interview: Interrater and parent-child agreement. Journal of the American Academy of Child & Adolescent Psychiatry, 33(7), 984-992. https://doi.org/10.1097/00004583-199409000-00008
• Räty, H. (2003). At the threshold of school: Parental assessments of the competencies of their preschool‐aged children. Journal of Applied Social Psychology, 33(9), 1862-1877. https://doi.org/10.1111/j.1559-1816.2003.tb02084.x
• Räty, H., Snellman, L., & Vainikainen, A. (1999). Parents’ assessments of their children’s abilities. European Journal of Psychology of Education, 14(3), 423-437. https://doi.org/10.1007/BF03173124
• Reich, W., Herjanic, B., Welner, Z., & Gandhy, P. R. (1982). Development of a structured psychiatric interview for children: Agreement on diagnosis comparing child and parent interviews. Journal of Abnormal Child Psychology, 10(3), 325-336. https://doi.org/10.1007/BF00912325
• Renk, K., & Phares, V. (2004). Cross-informant ratings of social competence in children and adolescents. Clinical Psychology Review, 24(2), 239-254. https://doi.org/10.1016/j.cpr.2004.01.004
• Richters, J. E. (1992). Depressed mothers as informants about their children: a critical review of the evidence for distortion. Psychological Bulletin, 112(3), 485-499. https://doi.org/10.1037/0033-2909.112.3.485
• Spinath, B., & Spinath, F. M. (2005). Development of self-perceived ability in elementary school: The role of parents’ perceptions, teacher evaluations, and intelligence. Cognitive Development, 20(2), 190-204. https://doi.org/10.1016/j.cogdev.2005.01.001
• Tarullo, L. B., Richardson, D. T., Radke-Yarrow, M., & Martinez, P. E. (1995). Multiple sources in child diagnosis: Parent-child concordance in affectively ill and well families. Journal of Clinical Child Psychology, 24(2), 173-183. https://doi.org/10.1207/s15374424jccp2402_5
• Thompson, R., Merritt, K., Keith, B., Murphy, L., & Johndrow, D. (1993). Mother-child agreement on the child assessment schedule with non-referred children: A research note. Journal of Child Psychology and Psychiatry, 34(5), 813-820. https://doi.org/10.1111/j.1469-7610.1993.tb01073.x.
• Van den Bergh, B., & Marcoen, A. (1999). Harter’s self-perception profile for children: Factor structure, reliability, and convergent validity in a Dutch-speaking Belgian sample of fourth, fifth and sixth graders. Psychologica Belgica [internet], 39(1), 29-47.
• Van Doorn, M. M., Bodden, D., Jansen, M., Rapee, R. M., & Granic, I. (2018). Linking mother–child discrepancies to behavioral observations of children’s anxiety. Child & Youth Care Forum, 47(4), 481-498. https://doi.org/10.1007/s10566-018-9441-6
• Wang, Y., & Benner, A. D. (2014). Parent–child discrepancies in educational expectations: Differential effects of actual versus perceived discrepancies. Child Development, 85(3), 891-900. https://doi.org/10.1111/cdev.12171
• Yagmurlu, B., Çıtlak, B., Dost, A., & Leyendecker, B. (2009). Türk annelerin çocuk sosyalleştirme hedeflerinde eğitime bağlı olarak gözlemlenen farklılıklar. Türk Psikoloji Dergisi, 24(63), 1-15.
• Youngstrom, E., Loeber, R., & Stouthamer-Loeber, M. (2000). Patterns and correlates of agreement between parent, teacher, and male adolescent ratings of externalizing and internalizing problems. Journal of Consulting and Clinical Psychology, 68(6), 1038-1050. https://doi.org/10.1037//0022-006x.68.6.1038