Parenting and Children's Academic Coping as a Dynamic System Across the School Year

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Academic Coping and Resilience in K–12

Abstract

Using a motivational framework based in self-determination theory (Deci & Ryan, 1985; Skinner & Wellborn, 1997), the present study investigated feedforward and feedback effects between parental motivational supports of involvement, structure, and autonomy support, and children’s adaptive and maladaptive coping profiles and individual ways across the school year. Multiple regression was used to examine these research questions in a sample of 1,020 students in grades three through six with data collected in the fall and spring of a school year. Results provided partial support for hypotheses, with parenting dimensions uniquely predicting changes in multiple individual ways of coping, but not profiles. Feedback effects were more fully supported, with coping profiles and some individual ways predicting changes in all three dimensions.

Authors

• Kristen Raine, Portland State University

• Ellen A. Skinner, Portland State University