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ERIC Number: ED248976
Record Type: RIE
Publication Date: 1984-Apr
Pages: 17
Abstractor: N/A
Reference Count: 0
Prediction of Child Academic Competence from Maternal Modernity During Infancy.
Schaefer, Earl S.
To provide a context for a discussion of parental modernity and child development, this paper explores concepts of societal and individual modernity and examines historical evidence of increasing levels of intellectual competence and an active orientation in the conduct of life. Specific attention is given to sociological theories of Bell (1973) and Etzioni (1968). Beliefs, values, and behaviors are discussed that can be interpreted as parental modernity, and the correlation of parental modernity with parent education and child academic competence is examined. Additionally, a summary is offered of cross-sectional and longitudinal research on correlations between parental modernity and child academic competence. Findings reveal that maternal cognitive orientations, cognitive skills, behavior with interviewer, and behavior with child intercorrelate with and predict child competence. Implications of the analysis and findings for influencing academic competence of adults and children are suggested. Vygotsky's (1978) discussion of internalization of higher psychological processes is seen as providing a theoretical basis for interpreting parent variables as influencing children's development of academic competence. (RH)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Inst. of Mental Health (DHHS), Rockville, MD.
Authoring Institution: North Carolina Univ., Chapel Hill. Frank Porter Graham Center.
Identifiers: Action Theory; Active Learner; Modernity; Post Industrial Society
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).