Role of Maternal and Dual-Earner Employment Status in Children’s Development

Gottfried, Adele Eskeles; Bathurst, Kay; Gottfried, Allen W.

doi:10.1007/978-1-4899-0961-9_3

Cited by 58 publications

(109 citation statements)

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“…Because mothers and fathers are likely to be involved with children in different types of activities, opportunities to foster and model behaviors may vary by caregiver. These distinctive contributions are particularly important to address in dual-earner families, where mothers and fathers display a more equal participation in their children's life (Gottfried, Gottfried, & Bathurst, 2002 for a review).…”

Section: Changing Roles: Mother and Fathermentioning

confidence: 99%

Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships

et al. 2016

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& Matos, P. M. (2016). Preschool children's prosocial behavior: The role of mother-child, fatherchild and teacher-child relationships. Journal of Child and Family Studies, 25(6) Prosocial behavior is considered an important dimension of positive development. Although previous research suggests the quality of children's early relationships may influence prosocial behaviors, the specific contributions of mother, father and teacher to children's prosocial behavior have been less examined. This is a cross-sectional study that investigates (a) the combined associations between mother-, father-and teacher-child relationships, and prosocial behavior in 168 children aged 36 to 72 months, and (b) the mediating role of the teacher-child relationship in the association between the parent-child relationship and prosocial behavior. Results suggested a positive link between the quality of relationships with early caregivers and children's prosocial behavior. The quality of both father-and teacherchild relationships were found to have a direct association with children's prosocial behavior.The quality of the mother-child relationship was indirectly linked to children's prosocial behavior, via the teacher-child relationship. Results suggesting connections between multiple relational contexts were discussed based on the notion of internal working models proposed by attachment theory. Mothers' and fathers' contributions to children's prosocial behavior were also discussed considering differences on relational styles and changing roles of mothers and fathers from dual-earner families.

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Section: Changing Roles: Mother and Fathermentioning

confidence: 99%

Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships

et al. 2016

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“…Based on past research indicating the greater specificity of the math subscale of the CAIMI, and the greater uniqueness of math as a subject area in academic intrinsic motivation (A. E. Gottfried, , 1990A. E. Gottfried, Fleming, et al, 1994), two different models were evaluated in both phase 1 and phase 2 analyses.…”

Section: Measurement Of the Constructsmentioning

confidence: 99%

“…Coefficient alphas for the subject area subscales range from .89 to .93, and coefficient alpha for the General Scale is .83 (A. E. Gottfried, 1986a), indicating substantial item homogeneity within subscales. Considerable consistency of the CAIMI over time has also been reported, with moderate to strong cross-time correlations and path coefficients reported across the school years (A. E. Gottfried, , 1986aGottfried, , 1990A. E. Gottfried, Fleming, et al, 1994; A. E. Gottfried & A. W. Gottfried, 1996).…”

mentioning

confidence: 95%

“…From the elementary through the junior high school years, academic intrinsic motivation has been shown to be positively and significantly related to students' achievement and perception of their academic competence, and inversely related to their academic anxiety (A. E. Gottfried, 1985(A. E. Gottfried, , 1986a(A. E. Gottfried, , 1990. Moreover, longitudinal studies of academic intrinsic motivation have shown continuity of the construct over time during childhood and early adolescence (A. E. Gottfried, 1990; A. E. Gottfried, Fleming, & A. W. Gottfried, 1994; A. E. Gottfried & A. W. Gottfried, 1996). The present study focuses on the role of home environment, specifically, cognitively stimulating home environment, in the development of academic intrinsic motivation in a longitudinal study from childhood through early adolescence.…”

Section: Introductionmentioning

confidence: 99%

“…The models tested in phase 1 consisted of the home environment factor (age 8 years) and academic intrinsic motivation (ages 9/10, and 13 years). Phase 2 models included home environment and socieconomic status (age 8 years), and academic intrinsic motivation (age 9, 10, and 13 years).Based on past research indicating the greater specificity of the math subscale of the CAIMI, and the greater uniqueness of math as a subject area in academic intrinsic motivation (A. E. Gottfried, , 1990A. E. Gottfried, Fleming, et al, 1994), two different models were evaluated in both phase 1 and phase 2 analyses.…”

mentioning

confidence: 99%

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Role of Cognitively Stimulating Home Environment in Children's Academic Intrinsic Motivation: A Longitudinal Study

Gottfried¹,

Fleming

Gottfried

1998

Child Development

Self Cite

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The short-and long-term, and direct and indirect, relations between cognitively stimulating home environment and academic intrinsic motivation were investigated in a longitudinal study from childhood through early adolescence. Structural equations modeling was used to test the hypothesis that home environment positively predicts academic intrinsic motivation over this period. It was also hypothesized that home environmental processes would positively predict motivation controlling for socioeconomic status (SES). When children were age 8, home environment (comprising both direct observations and parent report) and SES were measured. Academic intrinsic motivation was assessed at ages 9,10, and 13. Results supported the hypotheses. Home environment had statistically positive and significant, direct and indirect paths to academic intrinsic motivation from childhood through early adolescence, indicating both short-and long-term effects across these ages. Moreover, home environment was significant above and beyond SES. The findings revealed that children whose homes had a greater emphasis on learning opportunities and activities were more academically intrinsically motivated. INTRODUCTIONIntrinsic motivation concerns the performance of activities for their own sake in which pleasure is inherent in the activity itself (Berlyne, 1965;Deci, 1975). Academic intrinsic motivation pertains to enjoyment of school learning characterized by a mastery orientation, curiosity, persistence, task endogeny, and the learning of challenging, difficult, and novel tasks (A. E. Gottfried, 1985). Academic intrinsic motivation has been shown to be a reliable and valid construct that is related to children's school functioning. From the elementary through the junior high school years, academic intrinsic motivation has been shown to be positively and significantly related to students' achievement and perception of their academic competence, and inversely related to their academic anxiety (A. E. Gottfried, 1985(A. E. Gottfried, , 1986a(A. E. Gottfried, , 1990. Moreover, longitudinal studies of academic intrinsic motivation have shown continuity of the construct over time during childhood and early adolescence (A. E. Gottfried, 1990; A. E. Gottfried, Fleming, & A. W. Gottfried, 1994;A. E. Gottfried & A. W. Gottfried, 1996). The present study focuses on the role of home environment, specifically, cognitively stimulating home environment, in the development of academic intrinsic motivation in a longitudinal study from childhood through early adolescence. Due to the importance of academic intrinsic motivation for children's school performance, it is essential to identify factors that are significant for the development of this motivation.Cognitive stimulation in the home was the environmental domain examined in this research because of its conceptual relevance to academic intrinsic motivation. By definition, academic intrinsic motivation concerns pleasure inherent in school learning. Availability of cognitive stimulation in the home, conceptualize...

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Parent–Child Relationships and Influences

Russell

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Role of Maternal and Dual-Earner Employment Status in Children’s Development

Cited by 58 publications

References 21 publications

Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships

Preschool Children’s Prosocial Behavior: The Role of Mother–Child, Father–Child and Teacher–Child Relationships

Role of Cognitively Stimulating Home Environment in Children's Academic Intrinsic Motivation: A Longitudinal Study

Parent–Child Relationships and Influences

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