The Developmental Dynamics of Children's Academic Performance and Mothers' Homework-Related Affect and Practices

Autor/inn/en	Silinskas, Gintautas; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik
Titel	The Developmental Dynamics of Children's Academic Performance and Mothers' Homework-Related Affect and Practices
Quelle	In: Developmental Psychology, 51 (2015) 4, S.419-433 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0038908
Schlagwörter	Homework; Mothers; Parent Child Relationship; Academic Achievement; Parenting Styles; Longitudinal Studies; Correlation; Prediction; Elementary School Students; Personal Autonomy; Affective Behavior; Questionnaires; Reading Tests; Mathematics Tests; Parent Participation; Structural Equation Models; Goodness of Fit; Statistical Analysis; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Hausaufgabe; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Vorhersage; Individuelle Autonomie; Affective disturbance; Active behaviour; Affektive Störung; Fragebogen; Lesetest; Elternmitwirkung; Statistische Analyse; Ausland; Finnland
Abstract	This study investigated the longitudinal associations between children's academic performance and their mothers' affect, practices, and perceptions of their children in homework situations. The children's (n = 2,261) performance in reading and math was tested in Grade 1 and Grade 4, and the mothers (n = 1,476) filled out questionnaires on their affect, practices, and perceptions while their children were in Grades 2, 3, and 4. The results showed, first, that the more help in homework the mothers reported, the slower was the development of their children's academic performance from Grade 1 to Grade 4. This negative association was true especially if mothers perceived their children not to be able to work autonomously. Second, children's good academic performance in Grade 1 predicted mothers' perception of child's ability to be autonomous and positive affect in homework situations later on, whereas poor performance predicted mothers' negative affect, help, and monitoring. Finally, mothers' negative affect mediated the association between children's poor performance, maternal practices, and perceptions of their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01