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Autor/inn/enRaine, Kristen E.; Skinner, Ellen A.
TitelDynamics of Parenting and Children's Coping: Bidirectional Effects between Parent Motivational Support and Children's Academic Coping during Late Childhood and Early Adolescence
QuelleIn: International Journal of Behavioral Development, 47 (2023) 5, S.397-409 (13 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Raine, Kristen E.)
ORCID (Skinner, Ellen A.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0165-0254
DOI10.1177/01650254231187905
SchlagwörterElementary School Students; Parent Influence; Parent Child Relationship; Motivation; Coping; Academic Achievement; Adolescents; Prediction; Adjustment (to Environment); Parenting Styles
AbstractThe present study examined the interconnections between parental motivational support and children's academic coping as a bidirectional system, with each social partner shaping changes in the other, using a two-wave sample of 1,020 students in grades three through six, aged 8-13, measured at the beginning and end of one school year in a school district in the northeastern United States. Using a motivational model of academic coping that specified both core ways of coping and a set of interpersonal motivational resources that parents can offer their children, cross-lagged panel path models examined whether initial levels of parent support (a combination of involvement, structure, and autonomy support) predicted changes in both children's total coping profile and their individual adaptive and maladaptive ways of coping, while simultaneously investigating whether children's coping profile and individual ways predicted changes in parenting. Results for children's total coping profile and individual adaptive ways supported hypotheses about reciprocal effects, whereas findings for individual maladaptive ways of coping were more differentiated: Parenting predicted changes in coping for all maladaptive ways except rumination, but only concealment, self-pity, and projection predicted changes in parenting. Results did not differ by grade or gender. Potential avenues for future research, limitations, and implications for parenting practice were discussed. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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