Familie

Wild, Elke; Walper, Sabine

doi:10.1007/978-3-662-61403-7_10

Cited by 2 publications

(4 citation statements)

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“…Zur Bedeutung der Familie für die psychosoziale Entwicklung von Kindern liegen zahlreiche Studien vor: Eine sichere Bindung, ein autoritativer Erziehungsstil und ein gutes Familienklima sowie anregende Interaktions-/Kulturpraktiken ermöglichen Kindern nachweislich kurz-und langfristig einen erfolgreichen Umgang mit normativen Entwicklungsaufgaben sowie kritischen Lebensereignissen (Hohm et al, 2017;Werner & Smith, 1982). An diesen Faktoren ansetzende Familienbildungsprogramme und Elterntrainings erzielten insgesamt gute Evaluationsergebnisse (Beelmann & Schulz, 2013;Weiss, Schmucker & Lösel, 2015) Wild & Walper, 2020). Der Einfluss des Elternhauses im Bereich der schriftsprachlichen Entwicklung von Kindern ist ebenfalls vielfach nachgewiesen (Hurrelmann, 2004;McElvany, Becker & Lüdtke, 2009).…”

Section: Die Familie Als Ort Der Informellen Bildungunclassified

Sprachlichen Anregungsgehalt im Elternhaus fördern?

Sielemann

Hollmann²,

Quasthoff

et al. 2021

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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Zusammenfassung. Da familiäre Diskurspraktiken für die Entwicklung kindlicher Argumentationskompetenz wichtig sind, wurde das Training „Eltern fördern durch Argumentieren (EfA)“ für Eltern mit Kindern Anfang der Sekundarstufe I entwickelt. Kernziele sind, das Bewusstsein für die Rolle informeller Sprachförderpotentiale der Familie zu stärken und Strategien zum Umgang mit Konflikten zu vermitteln. Zur Evaluation von EfA wurde eine quasi-experimentelle-Feldstudie mit Prä-Post-Follow-Up-Design und unbehandelter Vergleichsgruppe realisiert. Von 37 teilnehmenden Eltern wurden 17 in sieben, wöchentlich stattfindenden Sitzungen trainiert. Die Befunde zur Akzeptanz des Trainings und nachhaltigen Umsetzung der vermitteln Strategien sind positiv. Auch zeigen sich erwartungsgemäß Veränderungen in der Interventionsgruppe: die Sensibilität trainierter Eltern für ihre unterstützende Rolle und die Bedeutung des sprachlichen Anregungsgehalts stieg stärker, sie zeigten einen deutlichen Zuwachs erwerbsförderlicher Diskurspraktiken, berichteten einen stärkeren Rückgang familialer Konfliktgespräche und neigten weniger zu unterdrückend-bestrafenden Reaktionen auf kindliche Wut. Die ermittelten Effektstärken lassen es sinnvoll erscheinen, das Training für die Nutzung in der Praxis aufzubereiten.

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Section: Die Familie Als Ort Der Informellen Bildungunclassified

Sprachlichen Anregungsgehalt im Elternhaus fördern?

Sielemann

Hollmann²,

Quasthoff

et al. 2021

Zeitschrift für Entwicklungspsychologie und Pädagogische Psycho

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“…Failures to manage academic problems can increase the risk of school dropout and mental health problems (Eschenbeck et al, 2019; Walburg, 2014). When students face academic problems, the way parents help them manage these problems can have long‐term impacts on their children's academic development (Wild & Walper, 2020). In this study, we focus on this specific form of parental involvement.…”

Section: Introductionmentioning

confidence: 99%

“…Based on self‐determination theory (SDT; Deci & Ryan, 2000), parents can be involved in their children's education in a more autonomy‐supportive or controlling manner (e.g., Dumont et al, 2014; Grolnick, 2016). Previous studies have demonstrated potential positive effects of autonomy‐supportive involvement and detrimental effects of controlling involvement on children's academic development (e.g., Dumont et al, 2014; Grolnick, 2016; Lorenz & Wild, 2007; Wild & Walper, 2020). When children experience academic problems, some parents may be more autonomy‐supportively involved by stimulating children's self‐initiated solutions and perspective‐taking on academic problems, whereas other parents may be more controllingly involved by inducing guilt, using performance‐contingent regards and invalidating their children's feelings and perspectives (Lorenz & Wild, 2007; Wild & Walper, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Previous studies have demonstrated potential positive effects of autonomy‐supportive involvement and detrimental effects of controlling involvement on children's academic development (e.g., Dumont et al, 2014; Grolnick, 2016; Lorenz & Wild, 2007; Wild & Walper, 2020). When children experience academic problems, some parents may be more autonomy‐supportively involved by stimulating children's self‐initiated solutions and perspective‐taking on academic problems, whereas other parents may be more controllingly involved by inducing guilt, using performance‐contingent regards and invalidating their children's feelings and perspectives (Lorenz & Wild, 2007; Wild & Walper, 2020). We suggest that the manner of parental involvement in children's academic problems relates to children's academic achievement.…”

Section: Introductionmentioning

confidence: 99%

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Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self‐determination perspective

Teuber

Sielemann

Wild

2022

Brit J of Edu Psychol

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Background The relation between parental involvement and student achievement has been of research interest for many decades. Although the idea of reciprocal processes between parent and child was proposed 40 years ago, very few efforts have been made to investigate reciprocal relations between parental involvement and student achievement. Aims Using self‐determination theory, this study investigated the longitudinal associations of the manner of parental involvement (i.e., autonomy‐supportive or controlling) in children's academic problems with children's academic achievement. This study further addressed the recently intensely debated methodological issue of examining reciprocal relations by comparing a random‐intercept cross‐lagged panel model (RI‐CLPM) with the traditional cross‐lagged panel model (CLPM). Sample and Methods A RI‐CLPM and a traditional CLPM were applied to 5‐year longitudinal data including 1465 secondary school students (Mage at T1 = 10.82 years, SD = 0.62). In both models, we controlled for students' gender, school type, socioeconomic status and cognitive ability. Results The results show that the RI‐CLPM fitted the data better than the CLPM. Trait‐like stability was found for both forms of parental involvement and academic achievement. At the between‐person level, controlling involvement related to lower achievement, whereas no correlation between autonomy‐supportive involvement and achievement was found. At the within‐person level, there were positive reciprocal relations between autonomy‐supportive involvement and achievement, whereas controlling involvement was not associated with achievement. Conclusions This study contributes substantially to the understanding of the relations between parental involvement in children's academic problems and children's academic achievement by simultaneously taking between‐person differences and within‐person processes into consideration.

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Familie

Cited by 2 publications

References 130 publications

Sprachlichen Anregungsgehalt im Elternhaus fördern?

Sprachlichen Anregungsgehalt im Elternhaus fördern?

Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self‐determination perspective

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