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Session Type: Symposium
A growing body of literature suggests that parental provisions of warmth, support, and involvement are all important for promoting children’s engagement and achievement. However, the bioecological mechanisms by which parenting is associated with these outcomes are relatively unexplored (Bronfenbrenner, 1979). Therefore, the overarching goal of this panel is to identify the intricate child-, home-, classroom-, and developmental processes by which parent-child relationships are associated with children’s engagement and learning-related outcomes. This panel specifically considers the complex direct, indirect, and interactive processes by which parenting characteristics are associated with engagement and achievement. In addition, this panel examines whether different forms of parenting are independently associated with the development of learning-related skills and behaviors throughout childhood and adolescence.
Parental Involvement and Adolescent Academic, Behavioral, and Emotional Development in Secondary School - Tara Lynn Hofkens, University of Pittsburgh; Ming-Te Wang, University of Pittsburgh; Nancy E. Hill, Harvard University
Parent-Child Relationships and Engagement at School Entry: Mediating and Interactive Associations Across Contexts - Melissa Heatly Castle, University of Pittsburgh; Elizabeth Votruba-Drzal, University of Pittsburgh
Do Children’s Executive Functions Underlie the Effects of Autonomy-Supportive Parenting on Children’s Achievement? - Samantha Worzalla Bindman, University of Illinois at Urbana-Champaign; Eva M. Pomerantz, University of Illinois at Urbana-Champaign
What Children’s Immediate Reactions to Parental Autonomy Support Say - John M. Froiland, University of Northern Colorado