Maternal Resources, Parenting Practices, and Child Competence in Rural, Single-Parent African American Families

A family process model was tested that linked maternal education, maternal religiosity, and the adequacy of family financial resources to cognitive and psychosocial competence in the mothers' children and indirectly linked children's cognitive competence, social competence, and internalizing problems through their association with the children's development of self-regulation.

Abstract

A family process model was tested that linked maternal education, maternal religiosity, and the adequacy of family financial resources to cognitive and psychosocial competence in the mothers' children. The sample included 156 6- to 9-year-old African American children living in single-mother-headed households in rural areas, 82% of whom lived in poverty. The distal variables of maternal education, maternal religiosity, and adequacy of financial resources were linked with the proximal variables of "no nonsense" parenting, mother-child relationship quality, and maternal involvement in the child's school activities. The proximal variables were, in turn, indirectly linked with children's cognitive competence, social competence, and internalizing problems through their association with the children's development of self-regulation.