The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Parental Resources and the Transition to Junior High
Abstract
This study examined whether maternal resources of involvement and autonomy support might buffer children against the negative effects of the transition to junior high. A diverse sample of 60 children, their mothers, and teachers participated. Three types of involvement (school, cognitive, and personal) and levels of autonomy support were assessed during both 6th and 7th grades. Children's motivational resources (perceived competence, control understanding, self-regulation) as well as outcomes of self-worth, grades, and adjustment were also assessed at the 2 time periods. Children whose mothers were higher in cognitive and personal involvement in 6th grade decreased less in perceived competence over the transition relative to those of mothers who were less involved. Children of more autonomy supportive mothers increased less in acting-out and learning problems. Changes in maternal resources were also predictive of changes in motivation and outcomes. The results suggest the importance of the home environment in children's coping with the transition to junior high. Copyright © 2000, Lawrence Erlbaum Associates, Inc.
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Cites
The Perceived Competence Scale for Children
Harter, S. (1982) · Child Development · doi:10.2307/1129640 · Cited by 3,639
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
Self-citationGrolnick, W. S., Ryan, R. M., & Deci, E. L. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.4.508 · Cited by 1,186
Self-citationSocioeconomic Status Differences in Vulnerability to Undesirable Life Events
McLeod, J. D., & Kessler, R. C. (1990) · Journal of Health and Social Behavior · doi:10.2307/2137170 · Cited by 672 · cited 1×
“This finding is consistent with the work of researchers indicating that individuals from lower SES backgrounds may be more vulnerable to stressful life events than individuals from higher SES backgrounds (e.g., McLeod & Kessler, 1990).”
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Cited by
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
Hill, N. E., & Tyson, D. F. (2009) · Developmental Psychology · doi:10.1037/a0015362 · Cited by 2,170
Why Do Parents Become Involved? Research Findings and Implications
Hoover‐Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005) · The Elementary School Journal · doi:10.1086/499194 · Cited by 1,274
Pomerantz, E. M., Moorman, E. A., & Litwack, S. D. (2007) · Review of Educational Research · doi:10.3102/003465430305567 · Cited by 1,206
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4101_4 · Cited by 1,044
Metadata
- Authors
- Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C.
- Venue
- Journal of Research on Adolescence
- Publisher
- Informa UK Limited
- Published
- 2000-10
- Volume
- 10
- Issue
- 4
- Pages
- 465-488
- ISSN
- 1050-8392 (ISSN-L)
- OpenAlex
- W1999570169
- Cited by
- 237
- References
- 4
- FWCI
- 5.86
- Type
- journal article
- Language
- en
- Open access
- closed
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- Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C. (2000). Parental Resources and the Transition to Junior High. Journal of Research on Adolescence. https://doi.org/10.1207/sjra1004_05
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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