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ERIC Number: ED253626
Record Type: RIE
Publication Date: 1984
Pages: 20
Abstractor: N/A
Reference Count: 0
Parent-Child Interaction Processes Related to Scholastic Achievement in Urban Elementary Children.
Portes, Pedro R.; And Others
In an attempt to identify parent-child interaction patterns that might differentiate bright from below-average elementary students, 16 high achievers and 16 low achievers were paired with their mothers and then videotaped whilst engaged in 3 sets of task situations, which involved copying of Block Design models and categorization of words and pictures. Behaviors were then scored along previously defined response categories and a discriminant analysis was conducted to identify interaction measures that differentiated between the mother-child pairs of high- and low-achieving children. The findings support studies showing that differences in parent stimulation are of greater importance for child achievement than differences in socioeconomic or educational status. Furthermore, the study isolates specific interactive processes that differentiate children's cognitive environments. Of all the process measures, the child's agreement with the mother made the greatest contribution to the determination of the discriminant function. This process variable requires the mother's involvement in information-processing functions related to problem-solving in order for the child to agree. Thus, the ability of the parent to deliver verbal directions, cues, and problem-solving strategies appears to be a significant characteristic associated with high-achieving students. Further research should examine the father's role, and parent training in guiding and stimulating children's cognitive development. (CMG)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A