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ERIC Number: EJ856443
Record Type: Journal
Publication Date: 2009-Oct
Pages: 22
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0144-3410
Parental Educational Involvement Conceived as the Arrangement of Contingency Operations
Mellon, Robert C.; Moutavelis, Adrianos G.
Educational Psychology, v29 n6 p621-642 Oct 2009
This study explored the utility of a conception of parental educational involvement as the arrangement of contingency operations that normatively change: the frequency of children's school-related behaviour, the reinforcing potency of stimuli produced by studying, and children's tendencies to request parental intervention. A child-report measure of parental contingency use was developed and administered to 1520 schoolchildren (Grades Four to Six). An exploratory factor analysis revealed three internally consistent dimensions of parental practices: use of punishment and negative reinforcement contingencies; use of positive reinforcement contingencies; and non-responsiveness to children's requests for educational intervention. Frequencies of use of punishment/negative reinforcement contingencies and of parental non-responsiveness were inversely correlated with use of positive reinforcement contingencies and with teacher's reports of children's achievement. These scales might therefore identify parents whose current educational practices are likely to be less than optimally effective, so that they might be helped to intervene more beneficially in their children's academic affairs. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A