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Autor/inn/en | Bucci Liddy, Colleen M.; Brumariu, Laura E.; Diaconu-Gherasim, Loredana R.; Hunter, Dietra M. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |