ABSTRACT
This study investigated the extent to which
working mother-child interaction patterns correlate with emotional development
of nursery school children in Federal and State Universities in South East,
Nigeria. The purpose of the study was to determine the extent specific patterns
adopted by working mothers namely (authoritarian, authoritative, permissive and
disengaged) correlate with emotional development of the nursery school child.
Six research questions and six null hypotheses guided the study. The study
adopted a correlation research design. The sample for the study consisted of 634
respondents drawn through multistage sampling technique from a population of
1586 working mothers who have their children in nursery schools in the federal
and state universities in South East Nigeria. Two instruments namely: Patterns
of Mother-Child Interaction Questionnaire (PMCIQ) and Nursery School Child
Emotional Development Questionnaire (NSCEDQ) were developed by researcher and
validated by three experts: one from Psychology, one from Guidance and
Counselling and one expert from Measurement and Evaluation. The internal
consistency of the instruments were determined through use of Cronbach Alpha
method and reliability indices of 0.82 and 0.79 were obtained for PMCIQ and
NSCEDQ, respectively. The data obtained through the administration of the
instruments were analyzed using Pearson Product Moment Correlation Coefficient
to answer research questions. Linear regression was used to test null
hypotheses one to four, while multiple regressions were used to test null
hypotheses five at 0.05 level of significance. Scheffe test was also done for a
step-wise comparison of the means for hypothesis six. The study revealed the
following findings: Working mother-child’s interaction patterns such as
authoritarian, authoritative, permissive and disengaged, jointly had a very
high percentage contribution of 99.9% in the observed variance in emotional
development of Nursery School Children. However, authoritative working
mother-child’s interaction pattern had the highest percentage contribution of
33.93%; followed by permissive interaction pattern with 23.70%, authoritarian
interaction pattern with 22.24% and lastly disengaged working mother-child’s
interaction pattern which predicted 20.13% of the emotional development of
Nursery School Children. Gender of the Nursery School Children to a
significantly positive but to a low extent correlated with mother-child
interaction patterns and emotional development of Nursery School Children.
Gender of the Nursery School Children predicted 21.6% of the variance observed
in the correlation between mother-child interaction patterns and emotional
development of Nursery School. Among the educational implications was that the
study could provide supportive frameworks from which one can explore the
relationship existing among working mother-child’s interaction patterns such as
authoritarian, authoritative, permissive and disengaged and emotional
development of Nursery School Children. It was thus recommended among others
that working mother in universities should be exposed to seminars and
conferences on working mother-child’s interaction patterns as correlates of
emotional development of Nursery School Children. Additionally, mothers should
spend quality time with the children pattern in weekends as tight job
schedules, fatigue from work and house chores did not always allow mothers
sufficient time in week days to interact with their nursery school children.
CHUKWUEMEKA, I (2023). Working Mother-Child Interaction Patterns As Correlates Of Emotional Development Of Nursery School Children In Federal And State Universities In South East, Nigeria. Mouau.afribary.org: Retrieved Dec 25, 2024, from https://repository.mouau.edu.ng/work/view/working-mother-child-interaction-patterns-as-correlates-of-emotional-development-of-nursery-school-children-in-federal-and-state-universities-in-south-east-nigeria-7-2
IHEKORONNEYA, CHUKWUEMEKA. "Working Mother-Child Interaction Patterns As Correlates Of Emotional Development Of Nursery School Children In Federal And State Universities In South East, Nigeria" Mouau.afribary.org. Mouau.afribary.org, 12 Sep. 2023, https://repository.mouau.edu.ng/work/view/working-mother-child-interaction-patterns-as-correlates-of-emotional-development-of-nursery-school-children-in-federal-and-state-universities-in-south-east-nigeria-7-2. Accessed 25 Dec. 2024.
IHEKORONNEYA, CHUKWUEMEKA. "Working Mother-Child Interaction Patterns As Correlates Of Emotional Development Of Nursery School Children In Federal And State Universities In South East, Nigeria". Mouau.afribary.org, Mouau.afribary.org, 12 Sep. 2023. Web. 25 Dec. 2024. < https://repository.mouau.edu.ng/work/view/working-mother-child-interaction-patterns-as-correlates-of-emotional-development-of-nursery-school-children-in-federal-and-state-universities-in-south-east-nigeria-7-2 >.
IHEKORONNEYA, CHUKWUEMEKA. "Working Mother-Child Interaction Patterns As Correlates Of Emotional Development Of Nursery School Children In Federal And State Universities In South East, Nigeria" Mouau.afribary.org (2023). Accessed 25 Dec. 2024. https://repository.mouau.edu.ng/work/view/working-mother-child-interaction-patterns-as-correlates-of-emotional-development-of-nursery-school-children-in-federal-and-state-universities-in-south-east-nigeria-7-2