Maternal intrusive support in the academic context: Transactional socialization processes.

Abstract

Although transactional models of socialization have received support, there has been little investigation of the processes involved. The goal of this research was to move in this direction in the context of the socialization of achievement. Mothers and their elementary school children (N = 166) took part in an 18-month longitudinal study including a 2-week daily checklist. The results suggested that children's low achievement elicits intrusive support from mothers through 2 mechanisms. Mothers worried over their children's performance, and this was associated with heightened intrusive support. Children's low achievement manifested itself in uncertainty, which was linked to heightened intrusive support. The achievement of children whose mothers frequently used intrusive support improved over time but did not exceed that of children whose mothers infrequently used intrusive support. Day-to-day analyses suggested that although intrusive support promotes success, it also fosters failure for low-achieving children.

Parental Involvement in Math Homework: Links to Children’s Performance and Motivation

“…These negative effects may be related to children's perceptions of interference, intrusiveness, and negativity during parental controlling homework assistance (Pomerantz & Eaton, 2001;Silinskas et al, 2015). Our study only partially confirmed the importance of autonomy supportive involvement.…”

“…Despite the basic assumption in the previous research that parental involvement in homework predicts children's outcomes, it is also possible that children's characteristics (e.g., performance and motivation) impact the ways parents are involved in their children's homework (Levin et al, 1997;Pomerantz & Eaton, 2001;Silinskas, Kiuru, Aunola, Lerkkanen, & Nurmi, 2015). This "evocative effect" of children's characteristics, not only the active efforts of the child (e.g., specific invitations [Green, Walker, Hoover-Dempsey, & Sandler, 2007]), can influence the reaction of significant others (e.g., parents and teachers [Nurmi, 2012;).…”

“…This "evocative effect" of children's characteristics, not only the active efforts of the child (e.g., specific invitations [Green, Walker, Hoover-Dempsey, & Sandler, 2007]), can influence the reaction of significant others (e.g., parents and teachers [Nurmi, 2012;). Thus, also based on the previous research (Levin et al, 1997;Pomerantz & Eaton, 2001;Silinskas et al, 2015), it can be assumed that children's poor performance makes parents apply more controlling and less autonomy supportive strategies when assisting their children with homework.…”

Recursos e adversidades no ambiente familiar de crianças com desempenho escolar pobre

“…Esses resultados estão de acordo com as observações feitas por Ferreira e Marturano (2002) e remetem à questão da qualidade do envolvimento dos pais na vida escolar dos filhos. Pais de crianças com dificuldades escolares acabam por se envolver mais (Watkins, 1997), porém o problema escolar pode vir a evocar práticas de suporte intrusivo como, por exemplo, ajudar na tarefa ou conferir a lição sem que a criança tenha solicitado (Pomerantz & Eaton, 2001). Quando o relacionamento entre a criança e os cuidadores já é difícil, a situação de lição de casa se torna uma fonte a mais de conflitos.…”

Tareas Para Casa, Rendimiento Académico E Implicación De Padres Y Profesores

“…Sin embargo, los resultados de diferentes investigaciones sobre la relación de esta implicación con el rendimiento de los alumnos, son inconcluyentes. En algunos casos se ha obtenido una relación positiva (Cooper, Jackson, Nye, & Lindsay, 2001;Pomerantz & Eaton, 2001), en otros negativa (Schultz, 1999), e incluso ha habido algún trabajo en el que se mostrado relaciones de ambos tipos (Dumont et al, 2012). En este trabajo se pretendió clarificar en la mediInternational Journal of Developmental and Educational Psychologyda de lo posible la relación entre la percepción de implicación parental en las TPC (control parental y apoyo parental) la actitud del alumno hacia las TPC (número de TPC realizadas, tiempo dedicado a las TPC y aprovechamiento del tiempo dedicado) y el rendimiento académico.…”