Date of Award


Publication Type

Master Thesis

Degree Name





Psychology, Clinical.




Aggressive children suffer from deficits with respect to their ability to self-regulate. One way caregivers foster their children's self-regulatory development is through the teaching of problem-solving skills. This study examined the role of maternal scaffolding in terms of its relationship to children's aggression and social competence. Sixty mother-child dyads (30 aggressive, 30 non-aggressive) engaged in a 10-minute structured task (ERA; Clarke, Musick, Stott, Klehr, & Cohler, 1984). Utilizing the Parental Scaffolding Coding Manual (Neitzel & Stright, 2003), mothers were assessed with respect to 7 scaffolding behaviours encompassing cognitive, emotional, and autonomy support. The results revealed that compared to mothers of aggressive preschoolers, mothers of non-aggressive preschoolers were significantly more effective "scaffolders" across 6 of the 7 behaviours including: regulation of task difficulty, review, emotional support, rejection, control, and encouragement. Only mothers' use of metacognitive information failed to reach a statistically significant difference. In addition, maternal scaffolding was significantly related to children's cooperation, responsibility, and self-control. The pattern of relationships between maternal scaffolding and children's social competence was different by group. For the non-aggressive pairs, mothers' regulation of task difficulty, review, and control were significantly related to children's cooperation, assertion, responsibility, and self-control. With respect to the aggressive pairs, mothers scaffolding was significantly related to children's responsibility. The results of the study are interpreted in terms of their importance for children's development of self-regulation and treatment models for childhood aggression.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2005 .C53. Source: Masters Abstracts International, Volume: 44-03, page: 1512. Thesis (M.A.)--University of Windsor (Canada), 2005.