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

doi:10.1080/07370008.2010.490494

Cited by 66Innovative Teaching and Learning MethodsParental Involvement in EducationEarly Childhood Education and Development

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·2010·Cognition and Instruction

DOI 10.1080/07370008.2010.490494

Open this paper in CoChat — free account

Abstract

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.

Integrity signals

Registry

Crossref · 10.1080/07370008.2010.490494

Cites

75 of 75 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Contingent support is effective in fostering student learning in different contexts such as tutoring and parental support.
“Empirical research has shown that contingent support is effective in fostering student learning in different contexts such as tutoring and parental support (Mattanah, Pratt, Cowan, & Cowan, 2005;Murphy & Messer, 2000;Pino-Pasternak, Whitebread, & Tolmie, 2010;Pratt & Savoy-Levine, 1998).”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Pino-Pasternak, Whitebread, & Tolmie, 2010
Contingent support alone is not enough to assist students' uptake.
“Our findings therefore differ from those of some previous studies (e.g., Pino-Pasternak et al., 2010;Van de Pol et al., 2015) in that contingent support alone is not enough to assist students' uptake.”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Pino-Pasternak et al., 2010
Much previous research on scaffolding has only focused on the contingency aspect of scaffolding.
“However, much previous research on scaffolding has only focused on the contingency aspect of scaffolding (e.g., Pino-Pasternak et al., 2010;Van de Pol et al., 2015)”
From Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction (2019) · cites this paper as Pino-Pasternak et al., 2010

Untitled work
(1978) · Medical Entomology and Zoology · Cited by 53,488 · see citing works
Qualitative research and evaluation methods
Patton, M. Q. (1980) · Cited by 35,637 · see citing works
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · cited 2× · see citing works
“Following the work of Flavell (1979 ; 1987) the study defined metacognitive knowledge (MK) as the knowledge of factors or variables that are likely to impact on an individual's learning.”
Background
Qualitative Research and Evaluation Methods (3rd ed.)
Sharp, C. A. (2003) · Evaluation Journal of Australasia · doi:10.1177/1035719x0300300213 · Cited by 10,519 · see citing works
THE ROLE OF TUTORING IN PROBLEM SOLVING <sup>*</sup>
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · cited 4× · see citing works
“parental mediation on children’s task performance (Pratt et al., 1992; Radziszewska & Rogoff, 1988; Wood & Middleton, 1975; Wood et al., 1976).”
BackgroundInfluential
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · cited 2× · see citing works
“On the whole, self-regulated learners: have a wide repertoire of cognitive and metacognitive strategies that they deploy appropriately and in agreement with the demands of specific tasks; adopt an organized approach toward academic tasks, planning and setting goals, monitoring performance, and changing strategies when…”
Background
Untitled work
(1999) · Cited by 6,308 · see citing works
Current patterns of parental authority.
Baumrind, D. (1971) · Developmental Psychology · doi:10.1037/h0030372 · Cited by 5,292 · see citing works
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Palinscar, A. S., & Brown, A. L. (1984) · Cognition and Instruction · doi:10.1207/s1532690xci0102_1 · Cited by 5,186 · see citing works
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173 · see citing works
The influence of parenting style on adolescent competence and substance use
Baumrind, D. (1991) · The Journal of Early Adolescence · doi:10.1177/0272431691111004 · Cited by 3,985 · see citing works
Teachers College Record
Russell, W. F. (1930) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146813003100748 · Cited by 1,972 · see citing works
Parent styles associated with children's self-regulation and competence in school.
Grolnick, W. S., & Ryan, R. M. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.2.143 · Cited by 1,777 · see citing works
Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms
Brown, A. L. (2026) · Routledge eBooks · doi:10.4324/9781003758167-5 · Cited by 1,569 · see citing works
Self-regulation of learning and performance: Issues and educational applications.
Schunk, D. H., & Zimmerman, B. J. (1994) · Cited by 1,492 · see citing works
Observing Interaction: An Introduction to Sequential Analysis
Bakeman, R., & Gottman, J. M. (1997) · doi:10.1017/cbo9780511527685 · Cited by 1,439 · see citing works
Measuring Self-Regulated Learning
Winne, P. H., & Perry, N. E. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50045-7 · Cited by 1,383 · see citing works
Metacognition, Motivation, and Understanding
Weinert, F. E., & Kluwe, R. H. (2026) · Routledge eBooks · doi:10.4324/9781003758167 · Cited by 1,369 · see citing works
Self-regulated learning: where we are today
Boekaerts, M. (1999) · International Journal of Educational Research · doi:10.1016/s0883-0355(99)00014-2 · Cited by 1,358 · see citing works
Parental Disciplinary Patterns and Social Competence in Children
Baumrind, D. (1978) · Youth & Society · doi:10.1177/0044118x7800900302 · Cited by 1,048 · see citing works
Speculations About the Nature and Development of Metacognition
Flavell, J. H. (2026) · Routledge eBooks · doi:10.4324/9781003758167-3 · Cited by 908 · see citing works
Self-regulated learning and college students' regulation of motivation.
Wolters, C. A. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.2.224 · Cited by 809 · see citing works
Achievement Goals and the Hierarchical Model of Achievement Motivation
Elliot, A. J., & Thrash, T. M. (2001) · Educational Psychology Review · doi:10.1023/a:1009057102306 · Cited by 621 · see citing works
A STUDY OF ASSISTED PROBLEM‐SOLVING
Wood, D., & Middleton, D. (1975) · British Journal of Psychology · doi:10.1111/j.2044-8295.1975.tb01454.x · Cited by 479 · see citing works
Effects of integrated instruction on motivation and strategy use in reading.
Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000) · Journal of Educational Psychology · doi:10.1037/0022-0663.92.2.331 · Cited by 478 · see citing works
Parenting styles and adolescents' achievement strategies
Aunola, K., Stattin, H., & Nurmi, J. (2000) · Journal of Adolescence · doi:10.1006/jado.2000.0308 · Cited by 462 · see citing works
Young children's self-regulated learning and contexts that support it.
Perry, N. E. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.4.715 · Cited by 457 · see citing works
The relation between intellectual and metacognitive skills from a developmental perspective
Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004) · Learning and Instruction · doi:10.1016/j.learninstruc.2003.10.004 · Cited by 430 · see citing works
Issues in the Measurement of Metacognition
Schraw, G. J., & Impara, J. C. (2000) · Cited by 407 · see citing works
Motivation in Learning Contexts: Theoretical Advances and Methodological Implications
Volet, S., & Järvelä, S. (2001) · Cited by 370 · see citing works
Family Factors Related to Children's Intrinsic/Extrinsic Motivational Orientation and Academic Performance
Ginsburg, G. S., & Bronstein, P. A. (1993) · Child Development · doi:10.1111/j.1467-8624.1993.tb02964.x · Cited by 345 · see citing works
A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers.
BROWN, R. M. A., Pressley, M. G., Meter, P. N. V., & Schuder, T. (1996) · Journal of Educational Psychology · doi:10.1037/0022-0663.88.1.18 · Cited by 339 · see citing works
Collaborative problem solving and children's planning skills.
Gauvain, M., & Rogoff, B. (1989) · Developmental Psychology · doi:10.1037/0012-1649.25.1.139 · Cited by 302 · see citing works
Role of parental motivational practices in children's academic intrinsic motivation and achievement.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.104 · Cited by 299 · see citing works
Learning to Solve Mathematical Application Problems: A Design Experiment With Fifth Graders
Verschaffel, L., Corte, E. D., Lasure, S., Vaerenbergh, G. V., Bogaerts, H., & Ratinckx, E. (1999) · Mathematical Thinking and Learning · doi:10.1207/s15327833mtl0103_2 · Cited by 291 · see citing works
Maternal intrusive support in the academic context: Transactional socialization processes.
Pomerantz, E. M., & Eaton, M. M. (2001) · Developmental Psychology · doi:10.1037/0012-1649.37.2.174 · Cited by 282 · see citing works
Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.2.306 · Cited by 254 · see citing works
The Adult-Child Dyad as a Problem-Solving System
Wertsch, J. V., McNamee, G. D., McLane, J. B., & Budwig, N. (1980) · Child Development · doi:10.1111/j.1467-8624.1980.tb02672.x · Cited by 252 · see citing works
Parents' Reported Involvement in Students' Homework: Strategies and Practices
Hoover‐Dempsey, K. V., Bassler, O. C., & Burow, R. (1995) · The Elementary School Journal · doi:10.1086/461854 · Cited by 250 · see citing works
Case Studies of Families Doing Third-grade Homework
Xu, J., & Corno, L. (1998) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146819810000207 · Cited by 242 · see citing works
Family Factors Related to Children's Intrinsic/Extrinsic Motivational Orientation and Academic Performance
Ginsburg, G. S., & Bronstein, P. A. (1993) · Child Development · doi:10.2307/1131546 · Cited by 240 · see citing works
Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control.
Normandeau, S., & Guay, F. (1998) · Journal of Educational Psychology · doi:10.1037/0022-0663.90.1.111 · Cited by 232 · see citing works
The assessment of metacognitive skills: what can be learned from multi-method designs?
Veenman, M. V. J. (2005) · UvA-DARE (University of Amsterdam) · Cited by 210 · see citing works
Maternal intrusive support in the academic context: Transactional socialization processes.
Pomerantz, E. M., & Eaton, M. M. (2001) · Developmental Psychology · doi:10.1037//0012-1649.37.2.174 · Cited by 210 · see citing works
Looking at Homework Differently
Corno, L. (2000) · The Elementary School Journal · doi:10.1086/499654 · Cited by 203 · see citing works
Family Help and Homework Management Reported by Middle School Students
Xu, J., & Corno, L. (2003) · The Elementary School Journal · doi:10.1086/499737 · Cited by 194 · see citing works
Mothers' scaffolding of children's problem solving: Establishing a foundation of academic self-regulatory competence.
Neitzel, C. L., & Stright, A. D. (2003) · Journal of Family Psychology · doi:10.1037/0893-3200.17.1.147 · Cited by 184 · see citing works
Untitled work
(2000) · Lincoln (University of Nebraska) · Cited by 174 · see citing works
Self-Concept of Students with Learning Disabilities: A Meta-Analysis
Bear, G. G., Minke, K. M., & Manning, M. A. (2002) · School Psychology Review · doi:10.1080/02796015.2002.12086165 · Cited by 166 · see citing works
Origins of children's helpless and mastery achievement patterns in the family.
Hokoda, A. J., & Fincham, F. D. (1995) · Journal of Educational Psychology · doi:10.1037/0022-0663.87.3.375 · Cited by 161 · see citing works
Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation
Meyer, D. K., & Turner, J. C. (2002) · Educational Psychologist · doi:10.1207/00461520252828528 · Cited by 149 · see citing works
Influence of adult and peer collaborators on children's planning skills.
Radziszewska, B., & Rogoff, B. (1988) · Developmental Psychology · doi:10.1037//0012-1649.24.6.840 · Cited by 147 · see citing works
Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation
Meyer, D. K., & Turner, J. C. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3701_3 · Cited by 138 · see citing works
The mathematical parent: Parental scaffolding, parenting style, and learning outcomes in long-division mathematics homework
Pratt, M. W., Green, D., MacVicar, J., & Bountrogianni, M. (1992) · Journal of Applied Developmental Psychology · doi:10.1016/0193-3973(92)90003-z · Cited by 120 · see citing works
Self-regulation and motivation: A life-span perspective on underachievement.
Borkowski, J. G., & Thorpe, P. K. (1994) · Cited by 116 · see citing works
Parents' Assistance of Their Children's Scientific Reasoning
Gleason, M. E., & Schauble, L. (1999) · Cognition and Instruction · doi:10.1207/s1532690xci1704_1 · Cited by 116 · see citing works
Effects of metacognitive instruction on low achievers in mathematics problems
Cardelle-Elawar, M. (1995) · Teaching and Teacher Education · doi:10.1016/0742-051x(94)00019-3 · Cited by 113 · see citing works
Mothers' scaffolding of children's problem solving: Establishing a foundation of academic self-regulatory competence.
Neitzel, C. L., & Stright, A. D. (2003) · Journal of Family Psychology · doi:10.1037//0893-3200.17.1.147 · Cited by 113 · see citing works
The Relation of Mothers′ Controlling Vocalizations to Children′s Intrinsic Motivation
Deci, E. L., Driver, R. E., Hotchkiss, L., Robbins, R. J., & Wilson, I. M. (1993) · Journal of Experimental Child Psychology · doi:10.1006/jecp.1993.1008 · Cited by 109 · see citing works
Instruction begins in the home: Relations between parental instruction and children's self-regulation in the classroom.
Stright, A. D., Neitzel, C. L., Sears, K. G., & Hoke-Sinex, L. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.3.456 · Cited by 107 · see citing works
Methods for studying the processes of interaction and collaborative activity in computer-based educational activities
Mercer, N., Littleton, K., & Wegerif, R. (2004) · Technology Pedagogy and Education · doi:10.1080/14759390400200180 · Cited by 103 · see citing works
Some Cognitive Consequences of Maternal Intervention Techniques: A Longitudinal Study
Hess, R. D., & McDevitt, T. M. (1984) · Child Development · doi:10.1111/j.1467-8624.1984.tb03899.x · Cited by 102 · see citing works
Adult-Child Interaction and the Origins of Metacognition
Kontos, S. (1983) · The Journal of Educational Research · doi:10.1080/00220671.1983.10885494 · Cited by 96 · see citing works
Doing Homework: Listening to Students,' Parents,' and Teachers' Voices in One Urban Middle School Community
Xu, J., & Yuan, R. (2003) · Cited by 89 · see citing works
Authoritative parenting, parental scaffolding of long-division mathematics, and children's academic competence in fourth grade
Mattanah, J. F., Pratt, M. W., Cowan, P. A., & Cowan, C. P. (2004) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2004.10.007 · Cited by 86 · see citing works
The Psychological Distancing Model: A Study of the Socialization of Cognition
Sigel, I. E. (2002) · Culture & Psychology · doi:10.1177/1354067x02008002438 · Cited by 69 · see citing works
Assessing Active Self-directed Learning
van Hout‐Wolters, B. H. A. M. (2000) · Springer eBooks · doi:10.1007/0-306-47614-2_5 · Cited by 63 · see citing works
Scaffolding interaction in parent-child dyads: Multimodal analysis of parental scaffolding with task and non-task oriented children
Salonen, P., Lepola, J., & Vauras, M. (2007) · European Journal of Psychology of Education · doi:10.1007/bf03173690 · Cited by 48 · see citing works
The shifting focus of maternal tutoring across different difficulty levels on a problem‐solving task
McNaughton, S., & Leyland, J. (1990) · British Journal of Developmental Psychology · doi:10.1111/j.2044-835x.1990.tb00829.x · Cited by 36 · see citing works
Children's help seeking: The role of parenting
Puustinen, M., Lyyra, A., Metsäpelto, R., & Pulkkinen, L. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.02.001 · Cited by 35 · see citing works
Interactive Problem-solving of Gifted and Non-gifted Preschoolers With Their Mothers
Moss, E., & Strayer, F. F. (1990) · International Journal of Behavioral Development · doi:10.1177/016502549001300203 · Cited by 33 · see citing works
Self-perceptions, temperament, socioemotional adjustment and the perceptions of parental support of chronically underachieving children
Bouffard, T., Roy, M., & Vezeau, C. (2005) · International Journal of Educational Research · doi:10.1016/j.ijer.2006.06.003 · Cited by 30 · see citing works
Academic Orientation and Warmth in Mothers and Fathers of Preschoolers: Effects on Academic Skills and Self-Perceptions of Competence
Richman, E. R., & Rescorla, L. A. (1995) · Early Education and Development · doi:10.1207/s15566935eed0603_1 · Cited by 20 · see citing works
Self-Regulation and Motivation
Borkowski, J. G., & Thorpe, P. K. (2022) · Routledge eBooks · doi:10.4324/9780203763353-3 · Cited by 11 · see citing works
Parents and children working together: an analysis of parent-child interactions during study-related activities and their impact on children's Self-Regulated Learning
Pasternak, P. (2008) · Apollo (University of Cambridge) · doi:10.17863/cam.31205 · Cited by 5 · see citing works

Flagged first, then by citations

Sorted by citations

The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children
Bryce, D., Whitebread, D., & Szűcs, D. (2015) · Metacognition and Learning · doi:10.1007/s11409-014-9120-4 · Cited by 137 · see citing works
Self-citation
The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support
van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015) · Instructional Science · doi:10.1007/s11251-015-9351-z · Cited by 220 · see citing works
Scaffolding and dialogic teaching in mathematics education: introduction and review
Bakker, A., Smit, J., & Wegerif, R. (2015) · ZDM · doi:10.1007/s11858-015-0738-8 · Cited by 179 · see citing works
Scaffolding Student Understanding in Small-Group Work: Students’ Uptake of Teacher Support in Subsequent Small-Group Interaction
van de Pol, J., Mercer, N., & Volman, M. (2019) · Journal of the Learning Sciences · doi:10.1080/10508406.2018.1522258 · Cited by 168 · see citing works
“Our findings therefore differ from those of some previous studies (e.g., Pino-Pasternak et al., 2010; Van de Pol et al., 2015) in that contingent support alone is not enough to assist students’ uptake.”
BackgroundResult
The role of parenting in children's self-regulated learning
Pino‐Pasternak, D., & Whitebread, D. (2010) · Educational Research Review · doi:10.1016/j.edurev.2010.07.001 · Cited by 134 · see citing works
Self-citation
Scaffolding student learning: A micro-analysis of teacher–student interaction
van de Pol, J., & Elbers, E. (2013) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2012.12.001 · Cited by 116 · see citing works
Teacher Scaffolding in Small-Group Work: An Intervention Study
van de Pol, J., Volman, M. L. L., Oort, F. J., & Beishuizen, J. J. (2013) · Journal of the Learning Sciences · doi:10.1080/10508406.2013.805300 · Cited by 100 · see citing works
Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept
Veas, A., Costa, J. L. C., Miñano, P., & Corbí, R. G. (2018) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2018.11.002 · Cited by 98 · see citing works
Responsiveness in teacher explanations: A conversation analytical perspective on scaffolding
Koole, T., & Elbers, E. (2014) · Linguistics and Education · doi:10.1016/j.linged.2014.02.001 · Cited by 88 · see citing works
Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis
Veas, A., Costa, J. L. C., Miñano, P., & Corbí, R. G. (2018) · British Journal of Educational Psychology · doi:10.1111/bjep.12245 · Cited by 75 · see citing works
Metacognition in Young Children: Current Methodological and Theoretical Developments
Whitebread, D., Al-Meqdad, Q., Bryce, D., Demetriou, D., Grau, V., & Sangster, C. (2010) · Springer eBooks · doi:10.1007/978-1-4419-6546-2_11 · Cited by 57 · see citing works
Self-citation
Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability
van de Pol, J., de Bruin, A. B. H., van Loon, M. H., & van Gog, T. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.02.001 · Cited by 44 · see citing works
Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics
Katz, S., Albacete, P., Chounta, I., Jordan, P., McLaren, B. M., & Zapata‐Rivera, D. (2021) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-020-00226-y · Cited by 41 · see citing works
Linking parental scaffolding with self-regulated learning in Chinese kindergarten children
Zhang, H., & Whitebread, D. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.01.001 · Cited by 39 · see citing works
Self-citation
Parental involvement and adolescent school achievement: the mediational role of self-regulated learning
Thomas, V. M., Backer, F. D., Peeters, J., & Lombaerts, K. (2019) · Learning Environments Research · doi:10.1007/s10984-019-09278-x · Cited by 37 · see citing works
Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies
Bierman, K. L., Stormshak, E. A., Mannweiler, M. D., & Hails, K. A. (2023) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-023-00444-5 · Cited by 44 · see citing works
Predicting primary students’ self-regulated learning by their prior achievement, interest, personal best goal orientation and teacher feedback
Zhu, J., & Mok, M. M. C. (2018) · Educational Psychology · doi:10.1080/01443410.2018.1497775 · Cited by 38 · see citing works
Intervenciones y Factores Contextuales del Aula que Promueven la Auto-regulación del Aprendizaje: Dos Intervenciones en el Aula Primaria en el Reino Unido
Pino‐Pasternak, D., Basilio, M., & Whitebread, D. (2014) · Psykhe (Santiago) · doi:10.7764/psykhe.23.2.739 · Cited by 33 · see citing works
Self-citation
Measuring adaptive teaching in classroom discourse: Effects on student learning in elementary science education
Hardy, I., Meschede, N., & Mannel, S. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.1041316 · Cited by 41 · see citing works
Young children’s use of emotion and behaviour regulation strategies in socio-emotionally challenging day-care situations
Mänty, K., Järvenoja, H., Järvelä, S., & Mykkänen, A. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.06.002 · Cited by 30 · see citing works
Parents’ support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children
Aram, D., & Besser‐Biron, S. (2016) · Reading and Writing · doi:10.1007/s11145-016-9680-6 · Cited by 29 · see citing works
Culture‐specific links between maternal executive function, parenting, and preschool children's executive function in South Korea
Lee, M. K., Baker, S. T., & Whitebread, D. (2018) · British Journal of Educational Psychology · doi:10.1111/bjep.12221 · Cited by 24 · see citing works
Self-citation
Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico
Veas, A., Costa, J. L. C., Miñano, P., & Corbí, R. G. (2018) · Revista de Psicodidáctica · doi:10.1016/j.psicod.2018.11.001 · Cited by 26 · see citing works
Maternal scaffolding during play with 12- to 24-month-old infants: stability over time and relations with emerging effortful control
Neale, D., & Whitebread, D. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09196-6 · Cited by 24 · see citing works
Self-citation
Exploring self-regulated learning during middle school: views of parents and students on parents’ educational support at home
Thomas, V. M., Muls, J., Backer, F. D., & Lombaerts, K. (2019) · Journal of Family Studies · doi:10.1080/13229400.2018.1562359 · Cited by 21 · see citing works
Maternal scaffolding strategies and early development of self-regulation in Chinese preschoolers
Sun, J., & Tang, Y. (2017) · Early Child Development and Care · doi:10.1080/03004430.2017.1395874 · Cited by 20 · see citing works
The Questionnaire on Teacher Support Adaptivity (QTSA): Reliability and Validity of Student Perceptions
van de Pol, J., de Vries, N., Poorthuis, A. M. G., & Mainhard, T. (2022) · The Journal of Experimental Education · doi:10.1080/00220973.2022.2100732 · Cited by 22 · see citing works
Untitled work
(2012) · UvA-DARE (University of Amsterdam) · Cited by 16 · see citing works
The Impact of Cognitive Scaffolding on Iranian EFL Learners’ Speaking Skill
Razaghi, M., Bagheri, M. S., & Yamini, M. (2019) · International Journal of Instruction · doi:10.29333/iji.2019.1247a · Cited by 15 · see citing works
Applying an observational lens to identify parental behaviours associated with children's homework motivation
Pino‐Pasternak, D. (2014) · British Journal of Educational Psychology · doi:10.1111/bjep.12043 · Cited by 15 · see citing works
Self-citation
Designing Scaffolding Strategies for Conversational Agents in Dialog Task of Neurocognitive Disorders Screening
Hu, J., Li, J., Zeng, Y., Yang, D., Liang, D., Meng, H. M. L., & Ma, X. (2024) · CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642960 · Cited by 12 · see citing works
Observations of a Working Class Family: Implications for Self-Regulated Learning Development
Vassallo, S. J. (2012) · Educational Studies · doi:10.1080/00131946.2011.647150 · Cited by 11 · see citing works
Young Children’s Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten
Neitzel, C. L., Alexander, J. M., & Johnson, K. E. (2016) · Journal of Research in Childhood Education · doi:10.1080/02568543.2016.1215360 · Cited by 13 · see citing works
Examining Parent–Child Spatial Play Interaction Using Traditional Toys and Touch Screen Tablets
Lee, J., & Wood, E. (2020) · Parenting · doi:10.1080/15295192.2020.1811062 · Cited by 12 · see citing works
Development and validation of a self‐regulated learning teaching scale for preschool teachers
Bai, B., & Li, J. (2024) · European Journal of Education · doi:10.1111/ejed.12613 · Cited by 11 · see citing works
The Role of Teacher Regulatory Talk in Students’ Self-Regulation Development Across Cultures
Torres, P. E., Whitebread, D., & McLellan, R. (2018) · New Directions for Child and Adolescent Development · doi:10.1002/cad.20259 · Cited by 10 · see citing works
Self-citation
Metacognitive Precursors: An Analysis in Children with Different Disabilities
Manzanares, M. C. S., & Martín, M. C. (2017) · Brain Sciences · doi:10.3390/brainsci7100136 · Cited by 9 · see citing works
The Role of Parents and Teachers in Fostering Children’s Self-regulated Learning Skills
Dermitzaki, I., & Kallia, E. (2021) · Springer eBooks · doi:10.1007/978-3-030-51673-4_9 · Cited by 9 · see citing works
Considering class-based values related to guardian involvement and the development of self-regulated learning
Vassallo, S. J. (2011) · New Ideas in Psychology · doi:10.1016/j.newideapsych.2011.12.002 · Cited by 8 · see citing works
SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics
Holzer, J., Maximino-Pinheiro, M., & Borst, G. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102055 · Cited by 6 · see citing works
The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability
Alaei, M. M., Kardoust, A., & Saeedian, A. (2019) · DOAJ (DOAJ: Directory of Open Access Journals) · doi:10.22054/ilt.2020.51861.492 · Cited by 6 · see citing works
A six months’ prospective study of the relations between children’s self-regulated learning skills and maternal supportive behaviors
Kallia, E., Dermitzaki, I., Paraskeva, V., Bonoti, F., & Nisiotou, I. (2022) · Cognitive Development · doi:10.1016/j.cogdev.2022.101220 · Cited by 6 · see citing works
Examining Chinese kindergarten children’s psychological needs satisfaction in problem solving: A self-determination theory perspective
Zhang, H., & Whitebread, D. (2019) · Instructional Science · doi:10.1007/s11251-019-09490-5 · Cited by 6 · see citing works
Self-citation
Patterns of contingency and non‐contingency in teacher–student scaffolding interactions: A case of novice and experienced language teachers
Kardoust, A. (2024) · International Journal of Applied Linguistics · doi:10.1111/ijal.12593 · Cited by 5 · see citing works
Immigrant parent–child interactional dance duets during shared art-making experiences
Massing, C., Pente, P., & Kirova, A. (2015) · European Early Childhood Education Research Journal · doi:10.1080/1350293x.2015.1120518 · Cited by 5 · see citing works
Scaffolding under the microscope: Applying self‐regulation and other‐regulation perspectives to a scaffolded task
Leith, G., Yuill, N., & Pike, A. (2017) · British Journal of Educational Psychology · doi:10.1111/bjep.12178 · Cited by 5 · see citing works
Cultivating children’s online self-regulated learning: the role of parental mediation and support
Wang, J., Chen, S., & Bai, B. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13555-z · Cited by 4 · see citing works
Development and Validation of the Academic Parenting Scale for Chinese Parents of Primary School Students
Wang, L., Guo, M., & Wang, X. (2022) · Current Psychology · doi:10.1007/s12144-022-04118-3 · Cited by 4 · see citing works
Nurturing higher order thinking ability through visual scaffolding in group investigation
Handayanto, S. K., & Hanum, M. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1185/1/012069 · Cited by 4 · see citing works
Exploring Metacognition in Primary School Classrooms
Branigan, H. (2019) · Stirling Online Research Repository (University of Stirling) · Cited by 4 · see citing works
Coparenting and Adolescent Academic Engagement: The Mediating Role of Parent–Child Communication Among a National Sample of Chinese Families
Ren, Y., Shi, J., Liu, A., Wang, X., Ying, J., & Wu, X. (2024) · Child & Family Social Work · doi:10.1111/cfs.13186 · Cited by 3 · see citing works
Stepping out of the conversation: Exploring teacher fading dynamics in EFL classroom interactions
Li, J. (2025) · System · doi:10.1016/j.system.2025.103698 · Cited by 3 · see citing works
Development and initial validation of the parent-report Academic Behavior Scale in a Chinese context
Guo, M., Guo, Q., Wang, L., & Morawska, A. (2020) · International Journal of Behavioral Development · doi:10.1177/0165025420971039 · Cited by 3 · see citing works
Analysis of Human-to-Human Tutorial Dialogues: Insights for Teaching Analytics.
Chounta, I., McLaren, B. M., Albacete, P., Jordan, P., & Katz, S. (2016) · Cited by 3 · see citing works
Research Methods in Educational Psychology
Tolmie, A. K. (2013) · Educational Neuroscience · doi:10.1002/9781394259588.ch5 · Cited by 3 · see citing works
Self-citation
Reducing educational inequalities through metacognition? Evidence from a classroom intervention in kindergarten
Maximino-Pinheiro, M., Rémeau, M., Stanc, L. L., Barone, C., & Borst, G. (2026) · Metacognition and Learning · doi:10.1007/s11409-025-09452-y · Cited by 2 · see citing works
The Influence of Culture on the Development and Organisation of Self-Regulated Learning Skills
Sappor, G. (2017) · Journal of Psychology & Behavior Research · doi:10.22158/jpbr.v4n2p1 · Cited by 3 · see citing works
Teachers’ Beliefs About How to Support Students’ Transfer of Learning
Diamond, J. M. (2021) · Research in mathematics education · doi:10.1007/978-3-030-65632-4_16 · Cited by 1 · see citing works
A contextual consideration of parental involvement in homework to develop self-regulated learning
Geduld, B. W., & Mdakane, M. (2020) · NWU self-directed learning series · doi:10.4102/aosis.2020.bk206.10 · Cited by 1 · see citing works
Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms Intervenciones y Factores Contextuales del Aula que Promueven la Auto-regulación del Aprendizaje: Dos Intervenciones en el Aula Primaria en el Reino Unido
Pino‐Pasternak, D., Basilio, M., & Whitebread, D. (2014)
Self-citation
Information and communication technology pedagogical practices of South African Grade 8 Mathematics and Natural Science teachers
Varughese, J., Blignaut, A. S., & Els, C. (2016) · doi:10.4102/aosis.2016.saep12.10
The relations between parental support of learning, parental attributes and development of self-regulated learning skills in young children
Kallia, E. (2018) · doi:10.12681/eadd/44232
Parent–Child MLE Strategies and Children’s Cognitive Modifiability
Tzuriel, D. (2021) · Social interaction in learning and development · doi:10.1007/978-3-030-75692-5_9
W stronę lepszego rozumienia emocji: Wpływ filozofowania z dziećmi na uczenie emocji – przegląd badań rozwojowych
Janczura, J., Karczmarczyk, A., Gut, A., & Mirski, R. (2022) · Roczniki Filozoficzne · doi:10.18290/rf22703.5
Okul öncesi öğretmenleri için Öz-Düzenleyici Öğrenme ve Öğretim Ölçeğinin Türkçeye uyarlanması
Yıldırım, Y., & Hacıibrahimoğlu, B. Y. (2025) · Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi · doi:10.30783/nevsosbilen.1622481
The Role Model Effect in Self-Regulated Learning Development: A Review Study
Karaca, M., & Bektaş, O. (2026) · Cognitive technologies · doi:10.1007/978-981-92-0658-2_4

Linking parental scaffolding with self-regulated learning in Chinese kindergarten children
Zhang, H., & Whitebread, D. (2017) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.01.001 · Cited by 39 · see citing works
Self-citation
Abstracts of Posters
(2001) · Brain and Cognition · doi:10.1006/brcg.2000.1278 · Cited by 2 · see citing works
The role of parenting in children's self-regulated learning
Pino‐Pasternak, D., & Whitebread, D. (2010) · Educational Research Review · doi:10.1016/j.edurev.2010.07.001 · Cited by 134 · see citing works
Self-citation
Developing frameworks and tools for the analysis of Parent-child interactions and their impact on children's self-regulation
Pino‐Pasternak, D., & Whitebread, D. (2007) · Murdoch University Research Portal
Self-citation
Parents and children working together: an analysis of parent-child interactions during study-related activities and their impact on children's Self-Regulated Learning
Pasternak, P. (2008) · Apollo (University of Cambridge) · doi:10.17863/cam.31205 · Cited by 5 · see citing works

Authors: Pino-Pasternak, D., Whitebread, D., & Tolmie, A.
Affiliations: University of Cambridge (GB)
University of London (GB)
ORCID: Tolmie, Andrew
Venue: Cognition and Instruction
Publisher: Informa UK Limited
Published: 2010-07-09
Volume: 28
Issue: 3
Pages: 219-272
ISSN: 0737-0008 (ISSN-L)
1532-690X
DOI: 10.1080/07370008.2010.490494
OpenAlex: W1969633785
Cited by: 66
References: 75
Citations by year: 2026: 2 · 2025: 3 · 2024: 5 · 2023: 1 · 2022: 6 · 2021: 4 · 2020: 3 · 2019: 9 · 2018: 8 · 2017: 5 · 2016: 4 · 2015: 3 · 2014: 5 · 2013: 3 · 2012: 2
FWCI: 4.88
Type: journal article
Language: en
Open access: closed
Locations: Cognition and Instruction (publishedVersion)
Murdoch University Research Portal (submittedVersion)
UCL Discovery (University College London) (submittedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Parental Involvement in Education
Social Sciences › Education › Early Childhood Education and Development
Keywords: parent-child interaction, student self-regulation, scaffolding, student assignments, metacognitive knowledge, reading comprehension, mathematical problem solving, elementary school students, pedagogical interaction, individual differences

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

A Multidimensional Analysis of Parent–Child Interactions During Academic Tasks and Their Relationships With Children's Self-Regulated Learning

Abstract

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks