A Social Cognitive View of Parental Influences on Student Academic Self-Regulation

Discusses recent theory and research on parental activities that influence children's academic self-regulatory development, describing a social-cognitive perspective on academic self- regulation which assumes parents function as implicit and explicit social models for their children and sociall...

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Bibliographic Details
Published inTheory into practice Vol. 41; no. 2; p. 126
Main Author Martinez-Pons, Manuel
Format Journal Article
LanguageEnglish
Published 2002
Subjects
Child Development
Elementary Secondary Education
Learning Strategies
Parent Influence
Self Regulated Learning
Self Regulation
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Summary:Discusses recent theory and research on parental activities that influence children's academic self-regulatory development, describing a social-cognitive perspective on academic self- regulation which assumes parents function as implicit and explicit social models for their children and socially support their emulation and adaptive use of self-regulation. The paper describes a study of parental inducement of children's academic self-regulatory development, considering the implications for parents and teachers. (SM)
ISSN:0040-5841