Mamakind or Papakind? [Mom's Child or Dad's Child]: Parent-Specific Patterns in Early Adolescents' Intergenerational Academic Value Transmission

Autor/inn/en	Gniewosz, Burkhard; Noack, Peter
Titel	Mamakind or Papakind? [Mom's Child or Dad's Child]: Parent-Specific Patterns in Early Adolescents' Intergenerational Academic Value Transmission
Quelle	In: Learning and Individual Differences, 22 (2012) 4, S.544-548 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2012.03.003
Schlagwörter	Group Membership; Mothers; Parent Participation; Academic Achievement; Parenting Styles; Grade 5; Student Characteristics; Fathers; Mathematics Skills; Longitudinal Studies; Foreign Countries; Prediction; Structural Equation Models; Parent School Relationship; Values; Parent Child Relationship; Elementary School Students; Germany + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Mother; Mutter; Elternmitwirkung; Schulleistung; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Vorhersage; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Wertbegriff; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Deutschland
Abstract	The present study investigates the intergenerational transmission of the valuing of math within family. We tested if there are groups of students showing differential intergenerational transmission patterns. Based on a two-wave longitudinal sample of 1198 German fifth graders, their mothers (N = 874), and fathers (N = 733), structural equation mixture models showed two groups of students. In the first group, only the mothers' valuing of math predicted the students' own values in this domain, while in the other group the fathers' valuing of math was the only significant predictor. Parental school involvement and parenting styles were ruled out as causes for this pattern. Dyad gender composition, however, predicted group membership. The results are discussed in terms of parent and student characteristics affecting patterns in intergenerational values transmission. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10