The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Unique and Protective Contributions of Parenting and Classroom Processes to the Adjustment of African American Children Living in Single-Parent Families
Abstract
The unique contributions that parenting processes (high levels of monitoring with a supportive, involved mother-child relationship) and classroom processes (high levels of organization, rule clarity, and student involvement) make to children’s self-regulation and adjustment were examined with a sample of 277 single-parent African American families. A multi-informant design involving mothers, teachers, and 7- to 15-year-old children was used. Structural equation modeling indicated that parenting and classroom processes contributed uniquely to children’s adjustment through the children’s development of self-regulation. Additional analyses suggested that classroom processes can serve a protective-stabilizing function when parenting processes are compromised, and vice versa. Further research is needed to examine processes in both family and school contexts that promote child competence and resilience.
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Citations
Cites
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428 · cited 1×
“…activities are organized and predictable, and students are involved in classroom decision and planning processes are hypothesized to enhance selfregulatory skills (Almeida, 1995; Brophy, 1998; Connell & Wellborn, 1991; Good & Weinstein, 1986; Lynn, 1994; Skinner & Belmont, 1993; Zimmerman, 2000).”
BackgroundMasten, A. S., & Coatsworth, J. D. (1998) · American Psychologist · doi:10.1037/0003-066x.53.2.205 · Cited by 2,438
Continuities and Consequences of Interactional Styles Across the Life Course
Caspi, A., Bem, D. J., & Elder, G. H. (1989) · Journal of Personality · doi:10.1111/j.1467-6494.1989.tb00487.x · Cited by 485
Cited by
(2009) · Cited by 2,013
Hamre, B. K., & Pianta, R. C. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00889.x · Cited by 1,717
Pinquart, M. (2017) · Developmental psychology · doi:10.1037/dev0000295 · Cited by 1,339
Positive Youth Development: Theory, Research, and Applications
Benson, P. L., Scales, P. C., Hamilton, S. F., & Sesma, A. (2007) · Handbook of Child Psychology · doi:10.1002/9780470147658.chpsy0116 · Cited by 745
Brody, G. H., Chen, Y.-F., Murry, V. M., Ge, X., Simons, R. L., Gibbons, F. X., Gerrard, M., & Cutrona, C. E. (2006) · Child Development · doi:10.1111/j.1467-8624.2006.00927.x · Cited by 712
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Metadata
- Authors
- Brody, G. H., Dorsey, S., Forehand, R., & Armistead, L.
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2002-01-01
- Volume
- 73
- Issue
- 1
- Pages
- 274-286
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W1973603739
- Cited by
- 190
- References
- 4
- FWCI
- 11.10
- Type
- journal article
- Language
- en
- Open access
- closed
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- Brody, G. H., Dorsey, S., Forehand, R., & Armistead, L. (2002). Unique and Protective Contributions of Parenting and Classroom Processes to the Adjustment of African American Children Living in Single-Parent Families. Child Development. https://doi.org/10.1111/1467-8624.00405
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