Maternal Parenting and Teaching Strategies: Relations with Children's Academic Competence

Autor/inn/en	Bucci Liddy, Colleen M.; Brumariu, Laura E.; Diaconu-Gherasim, Loredana R.; Hunter, Dietra M.
Titel	Maternal Parenting and Teaching Strategies: Relations with Children's Academic Competence
Quelle	In: Educational Studies, 49 (2023) 6, S.991-1006 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bucci Liddy, Colleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2021.1940870
Schlagwörter	Mothers; Parent Child Relationship; Academic Achievement; Parents as Teachers; Parenting Styles; Correlation; Children; Preadolescents; Teaching Methods; Task Analysis; Psychological Needs; Measures (Individuals); Race; Gender Differences; Ethnicity; Age Differences; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulleistung; Korrelation; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Messdaten; Rasse; Abstammung; Geschlechterkonflikt; Ethnizität; Age; Difference; Age difference; Altersunterschied
Abstract	We evaluated whether maternal parenting strategies (maternal achievement-oriented control and maternal monitoring) and maternal teaching strategies are related to children's academic competence in middle childhood. We also assessed whether the relations of maternal parenting strategies with children's academic competence are mediated by maternal teaching strategies. Children (N = 112, 10-13 years old) reported on maternal parenting strategies and their own academic competence. Mother-child dyads participated in an interaction task coded for positive and negative maternal teaching strategies. Results reveal that mothers who use less achievement-oriented control have children with higher academic competence. Mothers who monitor their children's whereabouts more and use fewer negative teaching strategies also tend to have children with higher academic competence. Observed maternal teaching strategies did not act as mediators between maternal parenting strategies and children's academic competence. These findings advance our understanding of how maternal factors relate to children's academic competence in middle childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01