parental sense of competence in mothers of children in "Preschool" program

Cilj istraživanja bio je ispitati subjektivan doživljaj roditeljske kompetentnosti (roditeljske samoefikasnosti i zadovoljstva roditeljskom ulogom) majki djece u programu 'Mala škola', čija djeca nisu prethodno socijalizirana u vrtiću te polazeći od modela odrednica roditeljskog ponašanja Jaya Belskoga utvrditi doprinos obilježja majki, socijalne okoline te obilježja djeteta u objašnjavanju roditeljskog doživljaja kompetentnosti majki. Osim toga istražene su i razlike u doživljaju roditeljske kompetentnosti majki čija djeca nisu socijalizirana u vrtiću i majki djece koja su prethodnih godina socijalizirana u vrtiću, obuhvaćenih istraživanjem Jurić (2018). U istraživanju je sudjelovalo 106 majki djece čija su djeca polaznici 'Male škole' u okviru predškolskih skupina triju vrtića grada Zagreba. Korišteni su Upitnik samoprocjene kompetentnosti roditelja, Upitnik za ispitivanje općih psihopatoloških teškoća (CORE-OM), Upitnik o dječjem ponašanju – vrlo kratka forma (podljestvica negativne afektivnosti), a prikupljeni su i osnovni sociodemografski podaci. Majke se procjenjuju visoko efikasnima u roditeljskoj ulozi te u prosjeku izražavaju visoko zadovoljstvo ispunjavanjem roditeljske uloge. Provedbom hijerarhijske regresijske analize objašnjeno je ukupno 27% varijance kriterija roditeljske samoefikasnosti pri čemu su statistički značajni percipirana socijalna podrška te negativna afektivnost djeteta. Što majke doživljavaju višu razinu socijalne podrške i manju negativnu afektivnost njihova djeteta veći je majčin doživljaj roditeljske samoefikasnosti. Istim postupkom objašnjeno je 39% varijance zadovoljstva roditeljskom ulogom majki, pri čemu su značajni prediktori opće psihičko stanje majke i negativna afektivnost djeteta. Što su majke manje uznemirene i manja je negativna afektivnost njihovog djeteta iskazuju veće zadovoljstvo svojom roditeljskom ulogom. Majke djece koja su pohađala program 'Mala škola' osjećaju se efikasnijima u roditeljskoj ulozi od majki čija su djeca pohađala vrtić prethodnih godina dok u zadovoljstvu roditeljskom ulogom majki nisu utvrđene značajne razlike.The aim of this study was to investigate parental sense of competence (parental self-efficacy and parental satisfaction) in mothers of children attending 'Preschool' program who were not socialized in kindergarten, and guided by Belsky's model of determinants of parenting, determine the contribution of parental characteristics, social enviroment and the characteristics of the child in explaining the individual differences of parental sense of competence. There were also explored differences in parental sence of competence between mothers whose children were not socialized in kindergarten previously and mothers of children who were socialized in kindergarten in previous years (sample from Jurić’s study in 2018). The current study included 106 mothers of chidren attending 'Preschool' program in preschool groups from three Zagreb's kindergartens. The instruments used were The Parenting Sense of Competence Scale, Clinical Outcomes in Routine Evaluation – Outcome Measure (COREOM), The Multidimensional Scale of Perceived Social Support and The Children’s Behavior Questionnaire – Very Short Form (only Negative Affectivity subscale), as well as basic sociodemographic questions. Results showed that mothers report high levels of parental selfefficacy and on average, they express high satisfaction in parental role. Using hierarchical regression analysis, 27% of variance in maternal parental self-efficacy was explained and, social support and negative affectivity of the child were significant contributors. Mothers who perceive higher level of social support and whose children show less negative affectivity are more self-efficient as parents. By the same procedure, there was explained 39% of variance in maternal parental satisfaction and predictably significant variables were mother’s psychological distress and negative affectivity of child. With the lower mother’s psychological distress and negative affectivity of their child, the higher is parental satisfaction of mothers. Mothers of children attending the ‘Preschool’ program evaluated themselves more self-efficient in parental role compared to mothers whose children attended kindergarten in previous years. For parental satisfaction, there were no significant differences found between two observed samples