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      Children’s poor academic performance evokes parental homework assistance—but does it help?

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      Publication date Created:
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      Journal: International Journal of Behavioral Development
      Publisher: SAGE Publications

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          Parent styles associated with children's self-regulation and competence in school.

          Wendy Grolnick, Richard M. Ryan (1989)
          Article 0 comments Cited 247 times – based on 0 reviews     Review now
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            Authoritative parenting, psychosocial maturity, and academic success among adolescents.

            L. Steinberg, J D Elmen, N Mounts (1989)
            The over-time relation between 3 aspects of authoritative parenting--acceptance, psychological autonomy, and behavioral control--and school achievement was examined in a sample of 120 10-16-year-olds in order to test the hypothesis that authoritative parenting facilitates, rather than simply accompanies, school success. In addition, the mediating role of youngsters' psychosocial maturity was studied. Results indicate that (1) authoritative parenting facilitates adolescents' academic success, (2) each component of authoritativeness studied makes an independent contribution to achievement, and (3) the positive impact of authoritative parenting on achievement is mediated at least in part through the effects of authoritativeness on the development of a healthy sense of autonomy and, more specifically, a healthy psychological orientation toward work. Adolescents who describe their parents as treating them warmly, democratically, and firmly are more likely than their peers to develop positive attitudes toward, and beliefs about, their achievement, and as a consequence, they are more likely to do better in school.
            Article 0 comments Cited 212 times – based on 0 reviews     Review now
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              The mechanisms mediating the effects of poverty on children's intellectual development.

              Jenine Harris, G Guo (2000)
              Although adverse consequences of poverty for children are documented widely, little is understood about the mechanisms through which the effects of poverty disadvantage young children. In this analysis we investigate multiple mechanisms through which poverty affects a child's intellectual development. Using data from the NLSY and structural equation models, we have constructed five latent factors (cognitive stimulation, parenting style, physical environment, child's ill health at birth, and ill health in childhood) and have allowed these factors, along with child care, to mediate the effects of poverty and other exogenous variables. We produce two main findings. First, the influence of family poverty on children's intellectual development is mediated completely by the intervening mechanisms measured by our latent factors. Second, our analysis points to cognitive stimulation in the home, and (to a lesser extent) to parenting style, physical environment of the home, and poor child health at birth, as mediating factors that are affected by lack of income and that influence children's intellectual development.
              Article 0 comments Cited 130 times – based on 0 reviews     Review now
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                Author and article information

                Journal
                Title: International Journal of Behavioral Development
                Abbreviated Title: International Journal of Behavioral Development
                Publisher: SAGE Publications
                ISSN (Print): 0165-0254
                ISSN (Electronic): 1464-0651
                Publication date Created: September 06 2012
                Publication date (Print): September 04 2012
                Volume: 37
                Issue: 1
                Pages: 44-56
                Article
                DOI: 10.1177/0165025412456146
                SO-VID: 323bf658-9762-485d-b8fd-86995175ccbc
                Copyright © © 2012
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