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ERIC Number: ED405570
Record Type: Non-Journal
Publication Date: 1997
Pages: 11
Abstractor: N/A
Reference Count: N/A
The Links of Family Processes with Children's Academic and Psychosocial Competence in Rural Single-Parent African American Families.
Brody, Gene H.
A study examined the links among mothers' endorsement of developmental goals, use of competence-promoting parenting practices, youth self-regulation, and academic and psychosocial outcomes. A sample of 175 single-mother-headed African American families with a 6- to 9-year-old child was recruited from nonmetropolitan counties in Georgia. Interviews and videotapes of mothers and children interacting were conducted over a 3-year period. A conceptual model that included maternal education, maternal religiosity, and the adequacy of family financial resources was tested. Results indicated that (1) more highly educated mothers perceived their finances to be adequate, had better relationships with their children, and were more involved with their children's schools; (2) mothers who were more religious used "no nonsense" parenting practices more often, had better relationships with their children, and were more involved in the children's school activities; (3) mothers who perceived less financial stress believed themselves to be more efficacious parents, enforced more competence-promoting developmental goals, and used more competence-promoting parenting practices; and (4) greater financial resources were linked with less maternal depression and more maternal optimism. Data were collected from 130 of the children's elementary classroom teachers. Both teachers and children completed a five-item measure to assess teachers' classroom practices. Results indicated that more competence-promoting parenting and more effective teaching were associated with greater self-regulation and higher levels of social competence in the children, which was associated with better psychosocial outcomes. (Contains seven figures of data.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Identifiers - Location: Georgia