Options
Parenting practices and student learning outcomes
Author
Wang, Adeline Teng Wee
Supervisor
Nie, Youyan
Abstract
Adapted from Baumrind‘s typology of parenting style (1991), this study examines parenting practices in terms of parental demandingness and responsiveness, and their predictive relations with student learning outcomes: motivational beliefs, classroom engagement, self-regulated learning, homework time and achievement. 4505 Primary 5 students from 130 classes in 39 schools reported their perception of their parents‘ practices and their learning outcomes in either English or Math. Results showed that parental demandingness was a positive predictor of students‘ efficacy, task values, classroom engagement, use of metacognitive strategies, effort regulation, time spent on homework and academic achievement. Parental responsiveness positively predicted students‘ efficacy, classroom engagement and use of metacognitive strategies. Most importantly, the interaction of the two parenting practices positively predicted students‘ efficacy, classroom engagement and use of metacognitive strategies, suggesting that parental responsiveness strengthens the positive relations between parental demandingness and student learning outcomes (efficacy, classroom engagement, use of metacognitive strategies). Findings of this study add to the understanding of parenting practices and their influences on children outcomes.
Date Issued
2011
Call Number
LC225.33.S55 Wan
Date Submitted
2011