Effects of Maternal Self-Esteem, Coparenting and Warmth in Early Childhood on Children’s Problem Behaviors at School Entry

Abstract

Objectives: The present study examined the effects of maternal self-esteem, coparenting and warmth in early childhood on children’s problem behaviors at school entry.Methods: The data were drawn from the seventh (T1, age 5) and eighth (T2, age 6) waves of the Panel Study of Korean Children (PSKC). A total of 1,429 mothers of 6-year-old children at T2 participated in this study. Data were analyzed with Structural Equation Modeling (SEM).Results: First, in relation to direct paths, the mother’s self-esteem at age 5 had direct effects on both internalizing and externalizing problem behaviors when children were aged 6 at school entry. Second, regarding indirect paths, mother’s self-esteem at age 5 had indirect effects on children’s internalizing and externalizing problem behaviors at age 6 through coparenting at age 5 and maternal warmth, respectively. Lastly, in relation to other indirect paths, mother’s self-esteem at age 5 had indirect effects on children’s internalizing and externalizing problem behaviors sequentially at age 6 through coparenting at age 5 and maternal warmth.Conclusion: This short-term longitudinal study explored whether mothers’ self-esteem, coparenting, and warmth in early childhood have crucial effects on children’s internalizing and externalizing problem behaviors at school entry. The results emphasize the importance of positive family dynamics in early years of life to prevent children’s problem behaviors. The findings of this study offer meaningful foundation for designing parenting education programs for parents and families as well as behavioral intervention programs for children, and they can ultimately serve as basic data for heathy development of children and family.