摘要/詳細資料

Parenting behavior frequency related to children's math and English language achievement

Becker, Lauren.   Pace University ProQuest Dissertations Publishing,  2009. 3382310.

摘要 (摘要)

Academic performance is a complex process that depends not only on student ability, but also on the provisions that the home environment affords our children. Over recent decades growing consensus asserts that parents play a vital role in the academic success of our children, with research showing a positive association between certain parenting styles or behaviors and academic achievement. Although the current parenting research is rich in scope, there is relatively little study relating children's achievement in elementary school to specific parenting behaviors. Therefore, the overall purpose of this study was to explore the frequency of 63 self-reported parenting behaviors and children's academic achievement in math and reading. This study also investigated whether associations exist among parenting behaviors, family demographic characteristics, student special education classifications, and child achievement outcomes.

The current study is based on the parent development theory (PDT), a current parenting theory that provides a method for discussing and examining how parenting shifts and changes over time in response to the changing developmental needs of children. PDT looks at parenting in terms of major characteristics (i.e., bonding, discipline, education, general welfare and protection, responsivity, sensitivity) and behaviors, rather than styles or dimensions (i.e., authoritative, authoritarian, permissive). The main instrument used in this study was the Parent Behavior Frequency Questionnaire-Revised (PBFQ-R) which is a self-report measure based on the PDT. The PBFQ-R asks parents to rate the frequency with which they engage in various parenting behaviors with their children. Academic achievement was measured using the New York State math and English Language Arts (ELA) assessments. The research study utilized a sample of participants of parents and their children from a public elementary school in a middle class, suburban community in New York State.

In general, the results show that parenting behaviors, using the measure employed in the study, appear mostly unrelated to academic outcomes. However, there were some modest relationships between age of parent and student achievement as well as between ethnicity and parent role behavior or characteristic frequency. With regard to parent role behavior frequency, parents who indicated a high level of bonding behaviors tended to report low levels of discipline. Overall, this research examined the frequencies of parent behavior and their relationship to elementary school aged children's academic performance. These results are discussed further in terms of limitations, implications for research and practice with parents and children, mental health and school psychological service practice, as well as directions for further research.

索引 (詳細資料)


主題
Language arts;
Mathematics education;
Educational psychology;
Clinical psychology
分類
0279: Language arts
0280: Mathematics education
0525: Educational psychology
0622: Clinical psychology
識別碼/關鍵字
Education; Psychology; Achievement; Behavior; Children; English; Frequency; Language achievement; Mathematics achievement; Parenting; Related
標題
Parenting behavior frequency related to children's math and English language achievement
作者
Becker, Lauren
頁數
112
學位日期
2009
學校代碼
0483
來源
DAI-A 81/1(E), Dissertation Abstracts International
出版地
Ann Arbor
出版國家/地區
United States
ISBN
978-1-109-44316-5
指導者
Mowder, Barbara
大學/機構
Pace University
大學地點
United States -- New York
學位
Psy.D.
來源類型
論文或專題
語言
英文
文件類型
Dissertation/Thesis
論文/專題編號
3382310
ProQuest 文件識別碼
305081730
著作權
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
https://www.proquest.com/unauthdocview/305081730