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Parenting Practices: Relations to Child Self-regulation, Parent Factors, and Child Academic Achievement
Parenting Practices: Relations to Child Self-regulation, Parent Factors, and Child Academic Achievement
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151958
- ISBN
- 9798383057650
- DDC
- 372.21
- 저자명
- McRoy, Kyla Z.
- 서명/저자
- Parenting Practices: Relations to Child Self-regulation, Parent Factors, and Child Academic Achievement
- 발행사항
- [Sl] : Michigan State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 188 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
- 주기사항
- Advisor: Skibbe, Lori E.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2024.
- 초록/해제
- 요약Parenting is a well-established predictor of children's self-regulation, a critical skill which is associated with myriad adult outcomes and develops markedly across the preschool age. The literature highlights three major mechanisms through which parents may support preschoolers' self-regulation development: establishing routines and supporting transitions, providing opportunities for autonomy, and modeling regulated emotions and behavior. The current work seeks to present and validate a new parent survey designed to capture these mechanisms. Across fall datasets (2019-2021) with a fairly diverse sample, parents reported high frequencies of support, with low reports of using a job chart/visual schedule and providing items for children to track time. An Exploratory Factor Analysis was conducted on data from 2019 (N = 271), followed by a Confirmatory Factor Analysis on combined data from 2020 and 2021 (N = 473), and a final EFA on that same dataset. Linear regressions were conducted to assess relations between the latent construct and child-level variables (executive function skills and behavioral self-regulation), as well as parent-level variables (maternal education, parent stress, and parent self-regulation). A mediation was then conducted to examine child self-regulation as a mediator between parent support and child academic outcomes (math and literacy). Factor analyses revealed a single factor structure with four items pruned; models were similar across iterations and between EFAs. No relations were identified between the latent construct and child-level or parent-level variables, except for parent self-regulation which showed a positive relation. No mediation effects were identified. Reasons for these unexpected findings are discussed, such as social desirability bias and unmeasured variables. These strategies appear to represent a single cohesive aspect of parenting which may not be a driving force in children's self-regulation. Future work would benefit from including an observational measure for comparison with parent report.
- 일반주제명
- Educational psychology
- 일반주제명
- Developmental psychology
- 키워드
- Factor analysis
- 키워드
- Parenting
- 키워드
- Preschool
- 키워드
- Self-regulation
- 키워드
- Survey
- 기타저자
- Michigan State University Human Development and Family Studies - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151958
■006m o d
■007cr#unu||||||||
■020 ▼a9798383057650
■035 ▼a(MiAaPQ)AAI31329419
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a372.21
■1001 ▼aMcRoy, Kyla Z.
■24510▼aParenting Practices: Relations to Child Self-regulation, Parent Factors, and Child Academic Achievement
■260 ▼a[Sl]▼bMichigan State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a188 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: B.
■500 ▼aAdvisor: Skibbe, Lori E.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2024.
■520 ▼aParenting is a well-established predictor of children's self-regulation, a critical skill which is associated with myriad adult outcomes and develops markedly across the preschool age. The literature highlights three major mechanisms through which parents may support preschoolers' self-regulation development: establishing routines and supporting transitions, providing opportunities for autonomy, and modeling regulated emotions and behavior. The current work seeks to present and validate a new parent survey designed to capture these mechanisms. Across fall datasets (2019-2021) with a fairly diverse sample, parents reported high frequencies of support, with low reports of using a job chart/visual schedule and providing items for children to track time. An Exploratory Factor Analysis was conducted on data from 2019 (N = 271), followed by a Confirmatory Factor Analysis on combined data from 2020 and 2021 (N = 473), and a final EFA on that same dataset. Linear regressions were conducted to assess relations between the latent construct and child-level variables (executive function skills and behavioral self-regulation), as well as parent-level variables (maternal education, parent stress, and parent self-regulation). A mediation was then conducted to examine child self-regulation as a mediator between parent support and child academic outcomes (math and literacy). Factor analyses revealed a single factor structure with four items pruned; models were similar across iterations and between EFAs. No relations were identified between the latent construct and child-level or parent-level variables, except for parent self-regulation which showed a positive relation. No mediation effects were identified. Reasons for these unexpected findings are discussed, such as social desirability bias and unmeasured variables. These strategies appear to represent a single cohesive aspect of parenting which may not be a driving force in children's self-regulation. Future work would benefit from including an observational measure for comparison with parent report.
■590 ▼aSchool code: 0128.
■650 4▼aEarly childhood education
■650 4▼aIndividual & family studies
■650 4▼aEducational psychology
■650 4▼aDevelopmental psychology
■653 ▼aChild development
■653 ▼aFactor analysis
■653 ▼aParenting
■653 ▼aPreschool
■653 ▼aSelf-regulation
■653 ▼aSurvey
■690 ▼a0518
■690 ▼a0628
■690 ▼a0620
■690 ▼a0525
■71020▼aMichigan State University▼bHuman Development and Family Studies - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-12B.
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162317▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
