Parental Influences on Children's Academic Self-Regulatory Development

• Published in: Theory into practice Vol. 41; no. 2; pp. 126 - 131
• Main Author: Martinez-Pons, Manuel
• Format: Journal Article
• Language: English
• Published: Columbus Lawrence Erlbaum Associates, Inc 01.05.2002; College of Education, The Ohio State University; Ohio State University, College of Education
• Subjects: Academic achievement; Academic learning; Behavior modeling; Child development; Children; Children & youth; Educational psychology; Goal setting; Homework; Learning; Learning Strategies; Lifelong Learning; Literacy; Outcomes of education; Parents; Parents & parenting; Reading comprehension; Researchers; School dropouts; Secondary schools; Self concept; Skills; Standardized Tests; Students; Teachers; Teaching Methods; Writing
• ISSN: 0040-5841; 1543-0421
• DOI: 10.1207/s15430421tip4102_9

Specifically, they need to be prepared for lifelong learning, and much of this learning must be self-- initiated and self-directed. [...]the failure of students to become sufficiently self-regulatory to manage learning on their own is of considerable social concern. [...]Zimmerman and Martinez-Pons (1986) studied students' use of self-regulatory processes to learn academic tasks such as goal setting and planning; seeking information; organizing and transforming; keeping records and monitoring; rehearsing and memorizing; seeking assistance from peers, teachers, and adults; and reviewing notes, tests, and textbooks. [...]I consider the implications of this research for parents and teachers seeking to enhance children's self-regulatory development. [...]parental modeling and support for self-regulatory processes precede students' development of these skills, and these skills in turn are significant predictors for their success in school.