PERCEPTION OF RELATIONS WITH MOTHER AND INTELLECTUAL PERFORMANCE IN PRIMARY SCHOOL CHILDREN: CROSS-CULTURAL ANALYSIS
T.N. Tikhomirova1, S.B. Malykh1, I.A. Lysenkova2, A.P. Belova1, O.N. Ovcharova1, E.D. Gindina1, D.A. Gaysina3
1 Psychological Institute of RAE, Moscow, Russia, 2 Kyrgyz-Russian Slavic University, Bishkek, Kyrgyzstan, 3 University of Sussex, Brighton, UK
The article represents the results of a cross-cultural analysis of the structure of the relations between primary school children’s perception of maternal relation and intelligence indicators in Russian and Kyrgyz samples. We found a statistically significant effect of the factor of belonging to the state for the intellectual performance and three aspects of maternal relation estimated by children – emotional acceptance, positive involvement and aggressive alienation. On average, Kyrgyz children perceive their mothers as more emotionally accepting and less rejecting in comparison with the Russian peers. Regression analysis revealed the predictors of intellectual performance: in the Russian sample – child's perception of maternal relationship as emotionally rejecting, on Kyrgyz sample – the degree of mother’s aggressive alienation evaluated by a child. It was shown that the contribution of these perceived aspects of maternal relation to the child's intellectual performance depends on the complexity of the intelligence tests.
Keywords: child's perception of maternal relation, degree of emotional acceptance, nature of participation in the child's activity, cross-cultural analysis, primary school age.