Antecedents of different qualities of home-based parental involvement: Findings from a cross-cultural study in Germany and Thailand.

Autor/inn/en	Yotyodying, Sittipan; Wild, Elke
Titel	Antecedents of different qualities of home-based parental involvement: Findings from a cross-cultural study in Germany and Thailand. Gefälligkeitsübersetzung: Vorbedingungen unterschiedlicher Qualitäten der Elternbeteiligung zu Hause: Ergebnisse aus einer kulturübergreifenden Studie in Deutschland und Thailand.
Quelle	In: Learning, culture and social interaction, 3 (2014) 2, S. 98-110Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	2210-6561
Schlagwörter	Autoritäre Erziehung; Erziehungsstil; Autoritarismus; Einstellung (Psychologie); Selbstwirksamkeit; Eltern; Elternmitwirkung; Interkulturelle Differenz; Leistung
Abstract	Investigated the antecedents of differences in the quality of parental instruction in Germany and Thailand. Participants included 288 parent-child dyads in Germany and 494 parent-child dyads in Thailand. Parental instruction was assessed using items adapted from the Categorical Role Construction for Involvement Questionnaire, the German Product and Process Questionnaire, Scale of Parent Efficacy for Helping the Child Succeed in School, the German Parental Self-Efficacy in Mathematics Homework Supervision Questionnaire, Specific Invitations to Involvement from the Child Questionnaire, Parental Time and Energy for Involvement Questionnaire, Valence toward School Scale, and the German Parental Help in Home Learning Questionnaire. Results of structural equation modeling revealed that parents adopted an authoritarian or authoritative strategy to home instruction as a result of variations in their responsibility and role constructions, efficacy beliefs, perceived invitations, and former experiences in education. Differences in effect sizes and the direction of the relationships between antecedents and quality of parental instruction were observed when comparing the Thai and German samples. It is concluded that variations in attitudes, interpersonal conditions, and family contexts may contribute to differences in parental instruction. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3