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ERIC Number: EJ891553
Record Type: Journal
Publication Date: 2010
Pages: 54
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0737-0008
A Multidimensional Analysis of Parent-Child Interactions during Academic Tasks and Their Relationships with Children's Self-Regulated Learning
Pino-Pasternak, Deborah; Whitebread, David; Tolmie, Andrew
Cognition and Instruction, v28 n3 p219-272 2010
This study explored the extent to which parents were able to scaffold their children's Self-Regulated Learning (SRL) in the context of authentic academic tasks and attempted to identify specific dimensions within the parent-child interaction (socioemotional and instructional) that were related to children's SRL. Fifteen Chilean parents and their underachieving primary-aged children participated in set of six SRL-enhancing activities in the areas of reading comprehension and mathematical problem solving. Individual assessments of children's SRL in the same curriculum areas were carried out before and after these activities. The assessment outcomes revealed that, although at the group level children showed positive changes in some aspects of SRL (metacognitive knowledge and regulation of cognition), individual variation was also noticeable within the group. Children's evidence of SRL during the parent-child activities was related to both social and instructional dimensions of the interaction. SRL posttest outcomes, however, showed stronger associations with instructional behaviors. (Contains 17 tables, 4 figures and 12 footnotes.)
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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile