Abstract:

It is generally assumed that parent characteristics play a critical role in determining the potential for a positive transition into formal education systems for all children. The current study examines the contribution of parenting styles and maternal selfefficacy as predictors of social and emotional adjustment among preschoolers. The study included 151 kindergarten age children and their mothers. Findings demonstrated that a positive relationship exists between an authoritative balanced parenting style and social emotional adjustment, while both permissive and authoritative styles predicted lower levels of adjustment. It was further identified that positive maternal self-efficacy was linked to higher levels of social-emotional adjustment in pre-school children.

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