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Book Synopsis

Parents believe what they do matters. But, how does it matter? How do parents' beliefs about their children early on translate into the choices those children make as adolescents? The Eccles'' expectancy-value model asserts that parents'' beliefs about their children during childhood predict adolescents'' achievement-related choices through a sequence of processes that operate in a cumulative, cascading fashion over time. Specifi cally, parents'' beliefs predict parents'' behaviors that predict their children''s motivational beliefs. Those beliefs predict children''s subsequent choices. Using data from the Childhood and Beyond Study (92% European American; N 723), we tested these predictions in the activity domains of sports, instrumental music, mathematics, and reading across a 12-year period. In testing these predictions, we looked closely at the idea of reciprocal infl uences and at the role of child gender as a moderator. The cross-lagged models generally supported the bidirecti

The Role of Parents in the Ontogeny of

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    A Paperback / softback by Sandra D. Simpkins, Jennifer A. Fredricks, Jacquelynne S. Eccles

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      Publisher: John Wiley and Sons Ltd
      Publication Date: Publication Date: 18/05/2015
      ISBN13: 9781119135210, 978-1119135210
      ISBN10: 1119135214
      Also in:
      Society and culture: general

      Description

      Book Synopsis

      Parents believe what they do matters. But, how does it matter? How do parents' beliefs about their children early on translate into the choices those children make as adolescents? The Eccles'' expectancy-value model asserts that parents'' beliefs about their children during childhood predict adolescents'' achievement-related choices through a sequence of processes that operate in a cumulative, cascading fashion over time. Specifi cally, parents'' beliefs predict parents'' behaviors that predict their children''s motivational beliefs. Those beliefs predict children''s subsequent choices. Using data from the Childhood and Beyond Study (92% European American; N 723), we tested these predictions in the activity domains of sports, instrumental music, mathematics, and reading across a 12-year period. In testing these predictions, we looked closely at the idea of reciprocal infl uences and at the role of child gender as a moderator. The cross-lagged models generally supported the bidirecti

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