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Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

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Open Access Journal

 

Features of Parent-Child Relationship of Mothers with Teenage Children in the Conditions of Late Motherhood 1104

Zakharova E.I., Doctor of Psychology, Associate Professor at the Department of Age Psychology, Department of psychology, Moscow State University named after M.V. Lomonosov, Moscow, Russia, E-I-Z@yandex.ru
Abstract
The author's attention is attracted by one of the features of modern Russian family: the tendency to increase the frequency of childbirth by women of older reproductive age. The article presents the results of a comparative analysis of the mothers’ parent position, who had children at different periods of adulthood (middle, late). The aim of the study was to investigate the features of the parent-child relationship of mothers with teenage children in the conditions of late motherhood. Mothers of adolescents who participated in the study were divided into two groups: "young" mothers who gave birth to the first child before the age of 30 years, and "late" mothers who gave birth to their first child after being 30 years old. It turned out that the strategies of education and interaction between the "young" and "late" mothers, reflecting the value orientation of personality, are significantly different. Focusing on the emotional closeness with the child and creativity, education strategy of "late" mothers has a high emotional involvement, soft and inconsistent parenting. The features of maternal parenting strategies are adequately reflected by the teenagers who follow their mothers in priority of the values of family and work, or material well-being and the pursuit of hedonistic values.

Keywords: motherhood, value orientation of the person, the strategy of education, parent-child interaction

Column: Family Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2014060416

For Reference

References
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