Mother's, Father's Regulation and Child's Self-Regulation in a Computer-Mediated Learning Situation

Autor/inn/en	Nader-Grosbois, Nathalie; Normandeau, Sylvie; Ricard-Cossette, Marcelle; Quintal, Germain
Titel	Mother's, Father's Regulation and Child's Self-Regulation in a Computer-Mediated Learning Situation
Quelle	In: European Journal of Psychology of Education, 23 (2008) 1, S.95-115 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Mothers; Motivation Techniques; Identification; Parent Child Relationship; Statistical Analysis; Foreign Countries; Learning Strategies; Task Analysis; Computer Uses in Education; Attention; Intervention; Educational Strategies; Canada + Suchen Sie Ihr Suchwort? Mother; Mutter; Motivationsförderung; Identifikation; Identifizierung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Statistische Analyse; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aufgabenanalyse; Computernutzung; Aufmerksamkeit; Lehrstrategie; Kanada
Abstract	This study has explored the parents' regulation strategies that were more likely to support children's self-regulation in learning situations with computers. These strategies have been analysed by means of new grids involving seven categories of behaviour: cognitive strategies relating to identification of objective, exploration of means, attention and evaluation; motivational strategies; and socio-communicative strategies such as joint attention and request. 62 7-year-old children from Quebec families were examined with their mothers and fathers. The children were asked to complete two learning tasks that involved using LOGO software to draw a picture. Results indicated that parents' regulation varied depending on their gender; a higher directivity was observed in mothers, more specifically through some specific strategies. Analysis of variance on repeated measures showed that, during the session, there was a decrease in the specification of the objective, the initiation of joint attention and of behaviour regulation in parents; and an improvement of the identification of the objective, planning and self-evaluation in children. Correlations between parental regulation and children's self-regulation strategies indicated positive links concerning strategies relating to joint attention and to motivation; and negative links concerning strategies relating to the exploration of means and evaluation. A good adjustment of the parents' regulation and the children's self-regulation correlated positively with success in the task. Methodological implications are proposed for research and psycho-educative intervention. (Contains 5 tables.) (Author).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10