A performance model for academic achievement in early adolescent boys.

DeBaryshe, Barbara D.; Patterson, Gerald R.; Capaldi, Deborah M.

doi:10.1037/0012-1649.29.5.795

Cited by 117 publications

(89 citation statements)

References 46 publications

(66 reference statements)

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“…Fuligni and Eccles (1993) recently reported that an increasing degree of extreme orientation to peers over time is a positive function of perceptions of parental strictness and a negative function of opportunities for decision making that affect the self. Other researchers (e.g., DeBaryshe, Patterson, & Capaldi, 1993;Dishion, Patterson, & Griesler, 1994;Vuchinich, Bank, & Patterson, 1992) have documented that variations in differing types of relationships interact in relation to significant individual outcomes. Similar approaches are needed in the study of the development of autonomy and self-regulation.…”

Section: Dyadic Variations In Preparation For Autonomy and Self-regulmentioning

confidence: 99%

Conflict Processes and Transitions in Parent and Peer Relationships

Collins

Laursen²,

Mortensen

et al. 1997

Journal of Adolescent Research

139

128

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Relational components of three attributes often regarded as individual variables (conflict, autonomy, and self-regulation) were examined in two studies. In Study 1, mothers and their 10-through 12-, 13-through 15-, or 16-through 17-year-old offspring reported expected times of transition to 47 adultlike behaviors (behavioral autonomy) and rated the importance of delaying each transition. Discrepancies from mothers' expectancies were found to be greatest for 13-through 15-year-olds. In Study 2, characteristics and correlates of conflict across different types of relationships were assessed. Sixth-grade and eighth-grade Hispanic American adolescents reported significant differentiation among relationships with mothers, fathers, and friends in frequency of conflict, conflict resolution strategies and sequelae, and correlates of adolescents'psychosocial competence. Variations suggest that multiple relationships may be involved in the development of autonomy and self-regulation during childhood and adolescence. Conflict, autonomy, and self-regulation long have been central to theory and research on adolescent development. For the most part, however, these terms have been embedded in individualistic views of ontogenetic change (Cooper, 1994). Autonomy has been regarded as a process of striving to gain freedom from parents and other influences (for a review, see Hill & Holmbeck, 1986); self-regulation, as a function of intrapsychic conflicts or internalization of external contingencies (for a review, see Kuczynski, 1995); and conflict, as a manifestation of intrapsychic turbulence and autonomy striving that were necessary components of separation from parents (e.g., Blos, 1979;Freud, 1969).

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Section: Dyadic Variations In Preparation For Autonomy and Self-regulmentioning

confidence: 99%

Conflict Processes and Transitions in Parent and Peer Relationships

Collins

Laursen²,

Mortensen

et al. 1997

Journal of Adolescent Research

139

128

View full text Add to dashboard Cite

show abstract

“…Varios estudios sobre la eficacia de las escuelas indican que el clima de la escuela tiene una influencia determinante (DeBaryshe et al, 1993;Ma y Willms, 1995). Para algunos autores el clima escolar se define como el funcionamiento interno de una escuela, por ejemplo, cómo se organizan los estudiantes para la instrucción, las expectativas acadé-micas que los directores y maestros tienen para sus estudiantes, el estilo principal de liderazgo, la toma de decisiones, las prácti-cas del profesor en el aula y las formas en que una escuela funciona (Ma, 2008).…”

Section: La Investigación Sobre La Brecha Educativa De Génerounclassified

“…Various studies on the effectiveness of schools indicate that school climate has a significant influence (DeBaryshe et al, 1993;Ma and Willms, 1995). For some authors, school climate is defined as the internal functioning of a school, for example, how students are organized for instruction, administrators and teachers' academic expectations for their students, the administration's style of leadership and decision making, and teachers' practices in the classroom (Ma, 2008).…”

Section: School Context and Gender Inequalities In Reading Achievementmentioning

confidence: 99%

Contexto escolar y desigualdad de género en el rendimiento de comprensión lectora

Cano¹

2024

REIS

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Análisis multinivel • Brecha de género • Comprensión lectora • Logro educativo ResumenEl objetivo de este artículo es presentar nuevas evidencias sobre las consecuencias educativas de las características del entorno en la brecha de género educativa. A partir de datos del Programa para la Evaluación Internacional de Alumnos (PISA), se evalúa en qué medida la brecha de género existente en las puntuaciones de comprensión lectora está condicionada por los diferentes contextos escolares y los niveles de igualdad de género de cada país. A partir del análisis multinivel observamos que la composición social de la escuela y el comportamiento de sus integrantes tienen una influencia significativa en la brecha de género, pero de forma diferenciada. La brecha educativa de género aumenta cuando empeora el clima escolar y cuando menor es la concentración de padres con niveles educativos bajos. En sociedades con niveles superiores de igualdad de género las chicas incrementan los resultados de comprensión lectora en mayor medida. Key words Multi-level Analysis • Gender Gap • Reading Comprehension • Educational Achievement AbstractThe objective of this article is to present new findings regarding the impact of the characteristics of the school environment on the gender gap in education. Based on data from the Programme for International Student Assessment (PISA), the extent to which the existing gender gap in reading comprehension scores is conditioned by different school contexts and the level of gender equality in each country is assessed. Using multi-level analysis, we find that the social composition of the school and the behaviour of students has a significant impact on the gender gap, though in a differentiated manner. The gender gap in education increases when the school climate is worse, and it decreases when the concentration of parents with low education levels is low. In societies with higher levels of gender equality, girls see their scores in reading comprehension increase more than boys. Cómo citarJulià, Albert (2016). «Contexto escolar y desigualdad de género en el rendimiento de comprensión lectora». Revista Española de Investigaciones Sociológicas, 42Contexto escolar y desigualdad de género en el rendimiento de comprensión lectora IntroduccIón 1 En las últimas décadas se ha acumulado gran número de evidencias que señalan que las mujeres están mejorando su rendimiento académico en comprensión lectora en mayor medida que los varones. Estas tienden a obtener mejores puntuaciones en las diversas evaluaciones relacionadas con la lectura en la mayoría de los países. Según los datos PISA, la diferencia en la media de las puntaciones en comprensión lectora de los países de la OCDE era de 32 puntos en favor a las chicas en 2000 y 39 puntos en 2009 (en matemáticas y ciencia, puntuaciones tradicionalmente más favorables a los chicos, se ha ido estrechando la brecha en los últimos años). En este sentido, son varias las disciplinas que han desarrollado investigaciones con el objetivo de discernir cuáles son las causas de la...

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“…Para Patterson et al (1992), os membros da família treinam diretamente esses comportamentos na criança. Os pais, em geral, não são contingentes no uso de reforçadores positivos para iniciativas pró-sociais (Dumas & Wahler, 1985) e fracassam no uso efetivo de técnicas disciplinares para enfraquecer os comportamentos desviantes (DeBaryshe, Patterson, & Capaldi, 1993). O efeito das práticas parentais ineficazes é permitir uma série de interações diárias, nas quais os membros da família inadvertidamente reforçam o comportamento coercitivo e os problemas de conduta da criança (Capaldi, Chamberlain, & Patterson, 1997).…”

Section: Child-rearing Practices and Social Development Indicators Inunclassified

Práticas educativas maternas e indicadores do desenvolvimento social no terceiro ano de vida

Alvarenga¹,

Piccinini²

2009

Psicol. Reflex. Crit.

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ResumoO objetivo deste estudo foi investigar as relações entre as práticas educativas maternas e indicadores dos problemas de externalização e da competência social em crianças aos 30 meses de vida. Participaram do estudo 23 díades mãe-criança. No 30º mês de vida da criança foi realizada uma observação da interação mãe-criança para a avaliação das práticas educativas maternas, dos problemas de externalização e da competência social das crianças. Os resultados apóiam a literatura que relaciona práticas de orientação, controle assertivo e envolvimento parental positivo à competência social, e práticas coercitivas e permissivas aos problemas de externalização. Discute-se a relevância das práticas educativas parentais para a compreensão do desenvolvimento social, enfatizando a importância de práticas menos referidas na literatura, como a autorização de autonomia, a intrusividade e o controle ambíguo. Palavras-chave: Práticas educativas parentais; competência social; problemas de externalização. AbstractThe present work aimed at investigating relations between maternal child-rearing practices, externalizing behavior problems and social competence indicators of thirty-month-old children. The study involved 23 child-mother dyads. In the child's thirtieth month after birth, an observation of mother-child interaction was performed in order to evaluate maternal child-rearing practices, externalizing behavior problems and child social competence. The results support the literature about social development that relates child-rearing practices such as guidance, assertive control and positive parental involvement to social competence, and coercive and permissive practices to externalizing behavior problems. The work discusses the relevance of parental child-rearing practices for the comprehension of the social development, emphasizing the importance of child-rearing practices, such as autonomy authorization, intrusiveness and ambiguous control.

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A performance model for academic achievement in early adolescent boys.

Cited by 117 publications

References 46 publications

Conflict Processes and Transitions in Parent and Peer Relationships

Conflict Processes and Transitions in Parent and Peer Relationships

Contexto escolar y desigualdad de género en el rendimiento de comprensión lectora

Práticas educativas maternas e indicadores do desenvolvimento social no terceiro ano de vida

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