A Multidimensional Analysis of Parent-Child Interactions during Academic Tasks and Their Relationships with Children's Self-Regulated Learning

Autor/inn/en	Pino-Pasternak, Deborah; Whitebread, David; Tolmie, Andrew
Titel	A Multidimensional Analysis of Parent-Child Interactions during Academic Tasks and Their Relationships with Children's Self-Regulated Learning
Quelle	In: Cognition and Instruction, 28 (2010) 3, S.219-272 (54 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
Schlagwörter	Reading Comprehension; Metacognition; Parent Child Relationship; Foreign Countries; Scaffolding (Teaching Technique); Underachievement; Elementary School Students; Mathematics; Problem Solving; Measures (Individuals); Parents as Teachers; Correlation; Coding; Multivariate Analysis; Chile + Suchen Sie Ihr Suchwort? Leseverstehen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Performance deficiency; Leistungsschwäche; Mathematik; Problemlösen; Messdaten; Korrelation; Codierung; Programmierung; Multivariate Analyse
Abstract	This study explored the extent to which parents were able to scaffold their children's Self-Regulated Learning (SRL) in the context of authentic academic tasks and attempted to identify specific dimensions within the parent-child interaction (socioemotional and instructional) that were related to children's SRL. Fifteen Chilean parents and their underachieving primary-aged children participated in set of six SRL-enhancing activities in the areas of reading comprehension and mathematical problem solving. Individual assessments of children's SRL in the same curriculum areas were carried out before and after these activities. The assessment outcomes revealed that, although at the group level children showed positive changes in some aspects of SRL (metacognitive knowledge and regulation of cognition), individual variation was also noticeable within the group. Children's evidence of SRL during the parent-child activities was related to both social and instructional dimensions of the interaction. SRL posttest outcomes, however, showed stronger associations with instructional behaviors. (Contains 17 tables, 4 figures and 12 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10