Fathers' and Mothers' Praise and Spatial Language during Play with First Graders: Patterns of Interaction and Relations to Math Achievement

Autor/inn/en	Ren, Kexin; Wang, Yiqiao; Weinraub, Marsha; Newcombe, Nora S.; Gunderson, Elizabeth A.
Titel	Fathers' and Mothers' Praise and Spatial Language during Play with First Graders: Patterns of Interaction and Relations to Math Achievement
Quelle	In: Developmental Psychology, 58 (2022) 10, S.1931-1946 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Yiqiao) ORCID (Weinraub, Marsha) ORCID (Newcombe, Nora S.) ORCID (Gunderson, Elizabeth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001410
Schlagwörter	Fathers; Mothers; Positive Reinforcement; Language Usage; Play; Grade 1; Spatial Ability; Mathematics Skills; Correlation; Gender Differences; Grade 3; Mathematics Achievement; Parent Child Relationship; Interaction; Pennsylvania (Philadelphia); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mother; Mutter; Sprachgebrauch; Spiel; School year 01; 1. Schuljahr; Schuljahr 01; Räumliches Vorstellungsvermögen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Geschlechterkonflikt; School year 03; 3. Schuljahr; Schuljahr 03; Mathmatics sikills; Mathematical ability; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion
Abstract	Parents provide motivational and cognitive support within the same interaction, yet researchers have investigated these separately. We examined two key aspects of parental support, praise (motivational support) and spatial language (cognitive support), from fathers and mothers during three tasks with their first-grade children (6-7-year-olds; N = 107; 56 girls; 72.0% White, 23.4% Black). Parents' praise and spatial language varied by task but not child sex: Both parents produced more praise in the Etch-a-Sketch and block tasks than the card game and produced more spatial language in the Etch-a-Sketch task than other tasks. We further examined whether praise and spatial language in the two spatial tasks (Etch-a-Sketch and block construction) were related to children's later math and spatial skills. We found neither additive nor multiplicative effects of parents' praise or spatial language. We also did not see additive or multiplicative effects of fathers' and mothers' support. However, fathers' greater spatial language at first grade was negatively associated with boys' (but not girls') math achievement in third grade, with greater father spatial tokens related to their sons' lower math achievement. This suggests that boys may perceive fathers' support more negatively than girls do or that fathers may offer additional support for boys with lower abilities. Taken together, this study emphasizes the importance of considering contexts in examining parental support. The correlational nature of the study warrants future research to establish causal relations and to enhance our understanding of multifaceted parent-child interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01