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The What and How of Parents’ Socialization: Exploring the Bridging Role of Children’s Psychological Processes
Fri, April 25, 9:50 to 11:20am MDT (9:50 to 11:20am MDT), The Colorado Convention Center, Floor: Terrace Level, Bluebird Ballroom Room 2BSession Type: Symposium
Abstract
To explain how academic adjustment is socialized via parental educational involvement, different theories have uniformly placed an emphasis on children’s psychological processes, including children’s interpretation of experiences, affective memory, and fulfillment of psychological needs (Eccles & Wigfield, 2020; Ryan et al., 2019). Children would also develop better academic skills when the inputs are domain-specific and cognitively appropriate (Daucourt et al., 2021). In accordance with these theoretical assertions, the proposed symposium offers a collection of studies that examine children’s psychological processes in response to parents’ input in math and science domains. The five papers included in the symposium each address a distinct pathway through which parents influence their children’s academic outcomes from preschool to college.
Sub Unit
Chair
Papers
A Parent-Led Spatial Activities Intervention - Grace Bennett-Pierre, University of Colorado - Boulder; Jing Tian, Fordham University; Nadia Tavassolie, Temple University; Xinhe Zhang, Indiana University; Emily D’Antonio, West Virginia University; Lexi Sylverne, Rutgers University; Nora Newcombe, Temple University; Marsha Weinraub, Temple University; Annemarie H. Hindman, Temple University; Kristie Newton, Temple University; Elizabeth A. Gunderson, Indiana University
Parents’ Positive Emotional Affect is Infectious in Dyadic Math Interaction - Yuchen Song, University of Georgia; Jiawen Wu, University of Illinois at Urbana-Champaign; Michael M. Barger, University of Georgia; Eva M. Pomerantz, University of Illinois at Urbana-Champaign
From Parents to Children: Distinct Relationships of Self-Reported and Child-Perceived Parental Mindsets With Children’s Mindsets - Sungwha Kim, Korea University - Brain and Motivation Research Institute; Hyun Ji Lee, The Ohio State University; Mimi Bong, Korea University
Patterns of Socializers’ Science Support: Retrospective Relations to Motivational Beliefs among Ethno-Racially Minoritized College Students - Nestor Tulagan, University of Rochester
The relative importance of family influences on STEM college students’ expectancy-value beliefs and career decisions - Trevor Tuma, University of Georgia; Emily Quinn Rosenzweig, Teachers College, Columbia University; Xiao-Yin Chen, University of Tennessee; Paula P. Lemons, University of Georgia