14 SES 9.5 PE/PS, Poster Exhibition / Poster Session
The following research questions were examined:
(1) The main aim of our study was to examine in what way mothers’ worries about their children’s schooling would relate (a) to mothers’ autonomy granting, (b) to mothers’ intrusive control and (c) to their children’s reading and math skills. Previous research has shown that parents’ worries may play a role in children’s achievement through the development of skills and motivation (Pomerantz, Moorman, & Litwack, 2007). However, the research in the area has focused on the role of parents’ worries on children’s motivation rather than achievement (Pomerantz et al., 2007). Consequently, we aimed at examining to what extent maternal worries about their children’s schooling trigger mothers’ behavior (i.e., intrusive control and autonomy granting) in terms of homework assistance. Also, we aimed at investigating in what way mothers’ worries are related to the development of children’s reading and math skills.
(2) Our second research question was what is the relationship between mothers’ involvement with homework (i.e., intrusive control and autonomy granting) and children’s reading and math skills? (a) Do children’s reading and math skills predict the amount of intrusive control and autonomy granting, and/or (b) Does intrusive control and autonomy granting predict subsequent development of children’s reading and math skills. Previous research has shown that besides teachers, parents may also play a role in their children’s learning to read (Hood, Conlon, & Andrews, 2008; Sénéchal & LeFevre, 2002) and count (Blevins-Knabe, & Musun-Miller, 1996; Huntsinger, Jose, Larson, & Krieg, 2000). Other studies have shown that parents’ involvement does not contribute to the development of children’s literacy and math skills (Cooper, Lindsay, & Nye, 2000; Silinskas, Leppänen, Aunola, Parrila, & Nurmi, 2010). Some other studies provided evidence that children’s skill level is a powerful predictor of parents’ engagement (Silinskas et al., 2010).
Blevins-Knabe, B., & Musun-Miller, L. (1996). Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting, 5, 35-45. Cooper, H., Lindsay, J. J., & Nye, B. (2000). Homework in the home: How student, family, and parenting-style differences relate to the homework process. Contemporary Educational Psychology, 25, 464-487. Hood, M., Conlon, E., & Andrews, G. (2008). Preschool home literacy practices and children’s literacy development: A longitudinal analysis. Journal of Educational Psychology, 100, 252-271. Huntsinger, C. S., Jose, P. E., Larson, S. L., & Krieg, D. B. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92, 745-760. Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better. Review of Educational Research, 77, 373-410. Sénéchal, M., & LeFevre, J.-A. (2002). Parental involvement in the development of children’s reading skills: A five-year longitudinal study. Child Development, 73, 445-460. Silinskas, G., Leppänen, U., Aunola, K., Parrila, R., & Nurmi, J.-E. (2010). Predictors of mothers’ and fathers’ teaching of reading and mathematics in kindergarten and Grade 1. Learning and Instruction. 20, 61-71.
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