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1.
Pomerantz EM  Qin L  Wang Q  Chen H 《Child development》2011,82(4):1136-1151
This research examined American and Chinese children's sense of responsibility to their parents during early adolescence, with a focus on its implications for children's academic functioning. Four times over the seventh and eighth grades, 825 children (mean age = 12.73 years) in the United States and China reported on their sense of responsibility to their parents. Information on children's academic functioning was also collected from children as well as school records. Although children's sense of responsibility to their parents declined over the seventh and eighth grades in the United States, this was not the case in China. In both countries, children's sense of responsibility was predictive of enhanced academic functioning among children over time.  相似文献   

2.
This research examined the role of children’s decision‐making autonomy in their emotional functioning during early adolescence in the United States and China. Four times over the 7th and 8th grades, 825 American and Chinese children (M = 12.73 years) reported on the extent to which they versus their parents make decisions about issues children often deem as under their authority. Children also reported on their emotional functioning. American children made greater gains over time in decision‐making autonomy than did Chinese children. Initial decision‐making autonomy predicted enhanced emotional functioning similarly among American and Chinese children. However, gains over time in decision‐making autonomy predicted enhanced emotional functioning more in the United States (vs. China) where such gains were normative.  相似文献   

3.
This research examined parents' involvement in children's learning in the United States and China. Beginning in seventh grade, 825 American and Chinese children (mean age=12.74 years) reported on their parents' involvement in their learning as well as their parents' psychological control and autonomy support every 6 months until the end of 8th grade. Information on children's academic and emotional adjustment was obtained. American (vs. Chinese) parents' involvement was associated less with their control and more with their autonomy support. Despite these different associations, parents' heightened involvement predicted children's enhanced engagement and achievement similarly in the United States and China. However, it predicted enhanced perceptions of competence and positive emotional functioning more strongly in the United States than China.  相似文献   

4.
This research compared the effects over time of parents' control and autonomy support on children's functioning in the United States and China. American and Chinese (N = 806) seventh graders (mean age = 12.73 years) participated in a 6-month longitudinal study. Children reported on their parents' psychological control, psychological autonomy support, behavioral control, and their own emotional and academic functioning. Children's grades were obtained. Supporting cultural similarities, in both countries over time, parents' psychological control predicted children's dampened emotional functioning, parents' psychological autonomy support predicted children's enhanced emotional and academic functioning, and parents' behavioral control predicted children's enhanced academic functioning. Supporting cultural differences, the beneficial effects of parents' psychological autonomy support were generally stronger in the United States than in China.  相似文献   

5.
This study investigated deaf children's "security of attachment" relationships with their hearing parents and the relationship of parental attitudes toward deafness. Subjects included 30 deaf children and their hearing parents. The children ranged in age from 20 to 60 months. Instruments used included the Attachment Q-Set, the Attitudes to Deafness Scale, and parental interviews. As a group there were no differences between security of attachment scores of deaf children toward either of their parents; however, there were marked differences within individual dyads of mother-child/father-child relationships. In addition, negative correlations were found between parents' attitudes towards deafness scores and their deaf children's security of attachment scores. Implications for the field include the importance of inclusion of fathers in attachment studies and fathers' active participation in early intervention programs. The relationship between parental attitudes toward their children's disability (deafness) and attachment relationship provides further evidence for the critical role of early intervention in the development of children with special needs.  相似文献   

6.
Cross-cultural studies in early childhood education assist in expanding perspectives and gaining increased understanding and appreciation of programs in other countries. Because both Sweden and the United States are interested in parent involvement in early childhood programs, a survey was conducted to assess parent's perceptions of these programs. Following a review of family life and early childhood education in Sweden and the United States are the specific components of the cross-cultural study. A stratified random sample of parents whose children were involved in early childhood programs was done in St. Louis County, MN, United States, and Kronobergs Lan, Småland, Sweden. In the first section of the five-part survey, parents indicated the degree to which they agreed or disagreed with statements about such areas as governmental support of children and families. Parents in Sweden felt more support of the government, whereas parents in the United States used early childhood programs as a support mechanism to increase their confidence. In the other four sections of the survey, parents rated the importance of various types of parental involvement and the importance of various materials, activities, and caregiver actions in their children's programs. In general, parents in Sweden valued informal contact and inner-directed creative materials and activities. Parents in the United States valued more confining activities such as rote counting, community-based experiences, and compliance with adult expectations. The influence of the macro-society on parents' perceptions as well as microsystem interactions and environments is evident in this study. As early childhood educators learn about and adapt new ideas to their own programs, the potential of cross-cultural studies becomes realized in improved opportunities for young children and their families.  相似文献   

7.
This research examined motivational trajectories during early adolescence in the United States and China. Upon their entry into middle school at 7th grade and every 6 months thereafter until the end of 8th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their motivational beliefs (e.g., mastery orientation) and behavior (e.g., self-regulated learning strategies). The quality of children's motivational beliefs deteriorated over the 7th and 8th grades (e.g., children became less mastery oriented) in both the United States and China. American children also valued academics less, with declines in their motivational behavior as well. Chinese children continued to value academics, sustaining their motivational behavior. In both countries, children's motivational beliefs and behavior predicted their grades over time.  相似文献   

8.
Previous research on children with cochlear implants has focused mostly on their speech perception and production. With the growing numbers of children who use the implant, it is important to assess other aspects of these children's functioning. This article offers a qualitative and quantitative analysis of interviews with parents who described their children's communication skills and peer relationships before they had the implant and afterward. Results show that the implant has the potential to improve deaf children's relationships with hearing peers. Nonetheless, children with implants still face communication obstacles, which impede their social relationships with hearing peers. Results are discussed in light of the different points of view of various "stake holders" regarding cochlear implants in children.  相似文献   

9.
This study examined whether improvement in parents' depression was linked with changes in their children's depressive symptoms and functioning. Participants were 223 parents and children ranging in age from 7 to 17 years old (M = 12.13, SD =2.31); 126 parents were in treatment for depression and 97 parents were nondepressed. Children were evaluated 6 times over 2 years. Changes in parents' depressive symptoms predicted changes in children's depressive symptoms over and above the effect of time; children's symptoms significantly predicted parents' symptoms. Trajectories of children's depressive symptoms differed significantly for children of remitted versus nonremitted depressed parents, and these differences were significantly predicted by their parents' level of depression. The relation between parents' and children's depressive symptoms was partially mediated by parental acceptance.  相似文献   

10.
We examined sex-typed housework of children from dual- and single-earner families and its implications for children's adjustment as a function of congruencies between children's work and parents' sex-role behaviors and attitudes. Participants were 152 firstborn 9-12-year-olds (85 girls, 67 boys) and their parents. All fathers and 50% of mothers were employed. In home interviews parents rated their sex-role attitudes, and children rated their competence, stress, and parent-child relationships. In 7 nightly telephone interviews, children and parents described their household tasks for that day. Analyses revealed sex and earner-status differences in children's and parents' involvement in traditionally feminine and masculine tasks. Correlations between levels of parents' and children's task involvement were significant only in the case of fathers and sons in single-earner families. Regarding the connections between task performance and child adjustment, we found that incongruency between boys' sex-typed tasks and their fathers' sex-role behaviors and attitudes was linked to poorer psychosocial functioning, a pattern that did not hold for girls.  相似文献   

11.
Using parents' answers to open-ended questions, we examine variation in parents' management of their children's education within the home, at school, and in the community as a function of whether their children were experiencing academic success or academic problems. Within the home, parents of high achievers used more specific strategies to help their children with their schoolwork and had more supportive conversations with their children than parents of low achievers. At their children's school, parents of high achievers not only were more involved but had different reasons for their involvement than parents of low achievers. In the community, more parents of high achievers explicitly engaged their children in activities to support their achievement than parents of low achievers. Implications for parents, schools, and communities are discussed.  相似文献   

12.
The number of children who experience parental incarceration continues to rise with the United States. In 1999, an estimated 1.5 million minor children had a parent in a United States prison. One-fifth of these children are under 5 years of age (Mumola, Incarcerated parents and their children, Bureau of Justice Statistics Special Report, 2000). A brief overview of some of the issues associated with parental incarceration is presented. The inclusion of books about having a parent in prison in the classroom is discussed as one method of supporting children and families.  相似文献   

13.
SL Pong  NS Landale 《Child development》2012,83(5):1543-1559
Using data from the New Immigrant Survey, a study based on a nationally representative sample of legal immigrants, the present study extends prior research on the academic outcomes of immigrants' children by examining the roles of pre- and postmigration parental characteristics and the home environment. An analysis of 2,147 children aged 6-12 shows that parents' premigration education is more strongly associated with children's academic achievement than any other pre- or postmigration attribute. Premigration parental attributes account for the test score disadvantage of Mexican-origin children of legal immigrants, relative to their non-Latino counterparts. The findings reveal continuities and discontinuities in parental socioeconomic status and demonstrate that what parents bring to the United States and their experiences after arrival influence children's academic achievement.  相似文献   

14.
Poor emotional competence has been identified as a precursor to later social, emotional, and behavioral difficulties in children. Aspects of parenting, including modeling, reactions to and coaching of children's emotions, have been associated with the development of emotional competence in children. In this paper, a parenting program with this theoretical basis is outlined and a pilot study of the program is presented. The six-session parenting program was delivered in preschool centers to 47 parents with a four or five year old child, and data were collected about parenting and children's functioning twice prior to program commencement, following program completion, and at three month follow-up. Pre and post program teacher assessments were also collected. Following the program parents reported that they were more encouraging of their children's emotional expression, used emotion-focused approaches more frequently in interactions with their children, and were less critical and dismissive of their children's emotional expression. Their children showed less emotional negativity and had significant reductions in difficult behaviors, especially those who had behavior problems prior to their parents' participation in the program. This program offers a promising approach to fostering the development of children's emotional competence and consequently enhancing social and behavioral functioning.  相似文献   

15.
This research examined the reciprocal pathways between youth's sense of responsibility to parents and disclosure to them during early adolescence in the United States and China. Four times over the seventh and eighth grades, 825 American and Chinese youth (Mage = 12.73 years) reported on their sense of responsibility to parents and disclosure of everyday activities to them. Autoregressive latent trajectory models revealed that the more youth felt responsible to parents, the more they subsequently disclosed to them in both the United States and China. The reverse was also true: The more youth disclosed to parents, the more responsible they felt to them over time. The strength of these reciprocal pathways increased as youth progressed through early adolescence.  相似文献   

16.
This study addressed the polarization among theoretical perspectives in moral psychology regarding the relative significance of parents and peers in children's developing moral maturity. The sample was composed of 60 target children from late childhood and midadolescence, 60 parents, and 60 friends who participated in parent/child and friend/child dyadic discussions of a series of moral conflicts. The quality of parents' and friends' verbal interactions, ego functioning, and level of moral reasoning in these discussions was used to predict the rate of children's moral reasoning development over a 4-year longitudinal interval. Results revealed that interactions with both parents and peers were predictive of children's development but that these two types of relationships influence development in rather different ways. Implications of the findings for the understanding of these socialization agents' roles in moral development are discussed.  相似文献   

17.
The study examined whether schools for the deaf were providing services to assist parents in communicating with their children about sexuality (including sexual signs) and whether parents were involved in the sexuality education curriculum within their child's school. The Sexuality Curriculum Questionnaire for Educators of Students Who Are Deaf (Getch & Gabriel, 1998) was completed by 71 educators teaching sexuality curricula in schools for the deaf across the United States. Results indicated that parents were more likely to be involved in approval and development of their children's sexuality education than to receive assistance with sexuality education from the schools. Although the level of parental participation in curriculum development and approval is encouraging, the number of parents actually participating in curriculum development and approval remains low.  相似文献   

18.
Building on the cross-cultural patterns and systems research as well as social constructivism, in-depth interviews were conducted with key informant early childhood teachers in three regions with similar characteristics in Sweden, Russia, and in the United States. Inductive analyses revealed differences in responses among Swedish, Russian and American informants related to the macro-, meso-, and micro-levels of societal system. United States teacher informants had a great number of separate topic comments and distributed them more evenly across all levels than did Russian and Swedish teacher informants who had more emphasis at the meso level. United States and Russian teacher informants discussed the lack of societal support for young children and their families, while Swedish teacher informants seemed to almost take this support for ranted. United States teacher informants suggested that early childhood programs were important in developing support networks among parents, while Russian teacher informants often gave information to parents and Swedish teachers spoke about mutually sharing information. United States teacher informants desired both strict rules with strong academic content and extension of the child's initiations through play; they emphasized activities and materials. Swedish teachers discussed a child- centered approach to social learning and creativity and desired to be with children rather than do activities with them. Russian teacher informants emphasized the importance of obedience, aesthetic education, and preparation for school and the labor of the larger society. These study outcomes deepen understanding about the multidemensional relationships between early childhood programs and societal contexts in which they are embedded, and they suggest alternative approaches to working with young children and their families.  相似文献   

19.
Chinese parents exert more control over children than do American parents. The current research examined whether this is due in part to Chinese parents' feelings of worth being more contingent on children's performance. Twice over a year, 215 mothers and children (Mage = 12.86 years) in China and the United States (European and African American) reported on psychologically controlling parenting. Mothers also indicated the extent to which their worth is contingent on children's performance. Psychologically controlling parenting was higher among Chinese than American mothers, particularly European (vs. African) American mothers. Chinese (vs. American) mothers' feelings of worth were more contingent on children's performance, with this contributing to their heightened psychological control relative to American mothers.  相似文献   

20.
Three types of parent involvement—communicating, volunteering at school, and learning at home—were explored in two cultures within the United States. Immigrant Chinese parents and European American parents of young children reflect their different traditions in the ways they involve themselves in their child's academic life. European American parents volunteered more in schools, while Chinese American parents focused more on systematic teaching of their children at home. Chinese American parents were more critical of typical primary school report cards without ABC grades. Parents’ home teaching methods showed stability over time, demonstrating that parents who used formal, structured methods at Time 1 continued to do two and four years later.  相似文献   

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