摘要：Data were collected from 110 preschoolers,59 boys,51 girls (ages 4-5) and their mothers. Peercompetence was asessed by the Child Behavior Scale (Birsh & Ladd,1998) and the Peer Rating Scale(Asher et al.,,1979). Children's internal representations were measured by the MacArthur Story -StemBattery (2004) and coded by the MacArthur Narrative Coding Manual (2004). Matemal parentingbehaviors were observed during mother-child interaction at home and analyzed with the TeachingStrategies Rating Scale (Erickson,Sroufe,& Egeland,1985). Data were analyzed by structural equationmodeling analysis. Results confirmed the pathway from maternal parenting behaviors via children'sinternal representations to peer competence showing a significantly good model fit.
