Effects of mother–child interaction on school adaptation of children according to maternal depression

Hanna Lee,Jeong-Won Han

doi:10.2478/fon-2021-0004

Abstract

Abstract Objective Factors influencing school adaptation of school-aged children include both executive function (EF) and parent–child interaction. This study aims to investigate the developmental trajectory of mother–child interaction longitudinally using latent growth model analysis. Methods A longitudinal descriptive survey study was conducted. The participants comprised of 1,614 mothers and school-aged children, who participated in the Panel Study on Korean Children (6th–8th panel surveys). A model was designed and analyzed using latent growth modeling to estimate the pattern of change over time. Results In the group where the maternal depression was within the normal range, only the path by which the change rate of mother–child interaction affected school adaptation of children was statistically nonsignificant (t = 1.007, p = 0.314). In the group where maternal depression was mild or higher, only the paths by which the initial value of mother–child interaction affected EF difficulty (t = −2.75, p = 0.032) and EF difficulty affected school adaptation (t = −7.876, p < 0.001) were statistically significant. Conclusions This study confirms the research models developed by dividing mother–child interaction into two groups according to depression levels (i.e., normal range and mild or higher-level depression). The findings provide a basis for construction of individualized interventions.

Highlights

As children spend most of their time at school, the socialization function of the family has been transferred to the school and children’s school adaptation, which has become an important domain in relation to their social adaptation during adulthood.[1]
This study confirms the research models developed by dividing mother–child interaction into two groups according to depression levels
The significance of this study lies in its attention to the changing patterns of mother–child interactions, executive function (EF), and the trajectories of change in school adaptation from a longitudinal perspective using nationwide data rather than interpreting numerical values at a specific point

Summary

Introduction

As children spend most of their time at school, the socialization function of the family has been transferred to the school and children’s school adaptation, which has become an important domain in relation to their social adaptation during adulthood.[1] School adaptation is important for children, as it is used as a flexible coping resource for adapting to various human relationships and social life in adulthood.[2] since unsuccessful school adaptation can lead to dropping out from school and suicide during adolescence, and may lead to the development of family welfare and social problems that extend beyond personal problems, and How to cite this article: Lee H, Han JW. Effects of mother–child interaction on school adaptation of children according to maternal depression. This work is licensed under the Creative Commons

Methods

Results

Discussion

Conclusion