Skip to main content

Advertisement

Log in

Children with learning disorders discourse with their mothers: The role of maternal affectivity and psychopathology symptoms

  • Published:
Current Psychology Aims and scope Submit manuscript

Abstract

This study aimed to examine the role of maternal affectivity and psychopathology symptom severity on conversational styles of mothers and their children with learning disorders during recounting stressful events. 30 Turkish mothers and their children with learning disorders (nboy = 20, ngirl = 10) aged between 7 and 14 included in this study. Mother–child dyads conversed about stressful events that children experienced at school and their conversation style was coded for high elaboration and low elaboration. Maternal affectivity and psychopathology symptom severity were also measured via self-report. Lower levels of negative affectivity predicted maternal high elaboration. Maternal positive affectivity and psychopathology symptom severity did not predict mother–child dyads’ conversational style. These preliminary findings suggested that lower levels of negative affectivity, reflecting on mothers being sincere and calm, provide mothers with a warm environment for elaborating on the stressful event – even though the children were not able to respond with high elaboration.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

Data Availability

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

Notes

  1. Maternal education was also added to the first step of hierarchical regression analyses, yet showed insignificant effects in maternal high elaboration (β = -.08, t = -.36, p = .72, 95% CI [-.011, .008]) and low elaboration (β = -.21, t = -.91, p = .37, 95% CI [-.011, .004]), as well as child high elaboration (β = .34, t = 1.60, p = .12, 95% CI [-.002, .013]) and low elaboration (β = .34, t = 1.52, p = .14, 95% CI [.000, .002]). Therefore, maternal education was not included in the analyses in order not to decrease the statistical power.

References

Download references

Acknowledgements

We would like to thank Kerem Can Demirtas, Nurşin Çetiner, and Ravza Gül Çetin for their invaluable help in collecting and coding the data.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Cansu Alsancak-Akbulut.

Ethics declarations

Conflict of interests

On behalf of all authors, the corresponding author states that there is no conflict of interest.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Alsancak-Akbulut, C., Çelik, C. & Erden, G. Children with learning disorders discourse with their mothers: The role of maternal affectivity and psychopathology symptoms. Curr Psychol 42, 24067–24077 (2023). https://doi.org/10.1007/s12144-023-04342-5

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12144-023-04342-5

Keywords

Navigation