In this study, maternal socialization goals in early childhood were linked to qualities of children's self in middle childhood, while also considering maternal education and child gender. Estonian mothers (N = 209; Mage = 33.6; 52.2% had university education) provided ratings of their socialization goals for children (52.2% girls; Mage = 6.2), children's self was gauged 4 years later. The more mothers endorsed social conformity‐related socialization goals, the fewer different autonomy‐related (β = −0.15) and relatedness‐related qualities of self (β = −0.21) their children had in their descriptions of themselves and their autobiographical memories. Mothers' self‐maximization socialization goals were not linked to the qualities of children's self. Mothers without a university degree endorsed social conformity‐related socialization goals more than mothers with a university degree (β = −0.20). Girls referred to more relatedness‐related qualities than boys (β = 0.23). The results show that maternal socialization goals do not always have a straightforward effect on different qualities of children's self. Yet, conformity‐related goals by mothers predict the qualities of children's later self.Highlights Children's self is predicted by gender and earlier maternal socialization goals. Mother's social conformity‐related socialization goals predict children's later self. Self‐maximization related socialization goals are not linked to children's self.

中文翻译：

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母亲在幼儿期的社会化目标能否预测孩子以后的自我？

在这项研究中，幼儿期母亲的社会化目标与幼儿期儿童的自我素质相关，同时还考虑了母亲教育和儿童性别。爱沙尼亚的母亲（氮= 209；中号年龄= 33.6； 52.2% 受过大学教育）提供了其儿童社会化目标的评级（52.2% 是女孩；52.2% 是女孩；中号年龄= 6.2），4年后对儿童的自我进行了测量。越多母亲认可与社会整合相关的社会化目标，与自主相关的不同目标就越少（β= −0.15) 以及与自我关联相关的品质 (β= -0.21）他们的孩子有对自己和自传记忆的描述。母亲的自我最大化社会化目标与孩子的自我品质无关。没有大学学位的母亲比拥有大学学位的母亲更支持与社会整合相关的社会化目标（β=-0.20）。女孩比男孩提到更多与关联相关的品质（β= 0.23）。结果表明，母亲的社会化目标并不总是对儿童自我的不同品质产生直接影响。然而，母亲制定的与从众相关的目标可以预测孩子以后的自我品质。 儿童的自我是通过性别和早期母亲社会化目标来预测的。 母亲的社会整合相关的社会化目标可以预测孩子以后的自我。 自我最大化相关的社会化目标与儿童的自我无关。