ERIC Number: EJ1041615
Record Type: Journal
Publication Date: 2014-Aug
Abstractor: As Provided
Reference Count: 72
Socioeconomic Status and Parent-Child Relationships Predict Metacognitive Questions to Preschoolers
Thompson, R. Bruce; Foster, Brandon J.
Journal of Psycholinguistic Research, v43 n4 p315-333 Aug 2014
The importance of metacognitive language exposure to early educational achievement is widely recognized in the development literature. However, few studies have explored parents' metacognitive language, while accounting for family SES and stress within the parent-child relationship. This is a preliminary descriptive study to explore metacognitive language to preschoolers during a collaborative task, and explored family SES (parent education and occupation) and stress within the parent-child relationship as predictors. Using partial correlations controlling for child age and language ability, parent education, occupation, and stress associated with parent-child dysfunctional interaction were found to significantly correlate with parents' metacognitive questions. A hierarchical regression (controlling for child age and language ability) indicated that only parent education levels uniquely predicted questions overall.
Descriptors: Socioeconomic Status, Parent Child Relationship, Preschool Children, Stress Variables, Predictor Variables, Regression (Statistics), Metacognition, Correlation, Prediction, Academic Achievement, Parent Background, Educational Background, Language Aptitude, Occupations, Task Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A