Who They Are, What They Think, and What They Do: Mothers' School-Related Identities, Academic Socialization, and Child Academic Readiness

Autor/inn/en	Wei, Qi; Dilworth-Bart, Janean E.; Miller, Kyle E.; Liesen, Carolyn A.
Titel	Who They Are, What They Think, and What They Do: Mothers' School-Related Identities, Academic Socialization, and Child Academic Readiness
Quelle	In: Early Child Development and Care, 188 (2018) 3, S.310-326 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1217848
Schlagwörter	Mothers; Student Experience; School Readiness; Identification (Psychology); Socialization; Parent Background; Parent Influence; Parent Attitudes; Expectation; Hypothesis Testing; Family Environment; Observation; Achievement Tests; Young Children; Wisconsin; Home Observation for Measurement of Environment; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Mother; Mutter; Studienerfahrung; Readiness for school; School ability; Schulreife; Socialisation; Sozialisation; Elternhaus; Elternverhalten; Expectancy; Erwartung; Hypothesenprüfung; Hypothesentest; Familienmilieu; Beobachtung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frühe Kindheit
Abstract	This study adopts an intergenerational approach to explore whether mothers' school experiences influence academic readiness through parenting beliefs and parenting quality. Forty-five mothers were categorised as either having a desired or feared school-related identity based on their narratives about past school experiences and the ways they prepare their children for school. Desired school-related identity was associated with higher literacy readiness but not math readiness. Our results also suggest that mothers with feared school-related identities reported feeling greater responsibility for socializing their children to school than did mothers with desired school-related identities. Examination of mediation pattern suggested that parenting quality is among the pathways from maternal school-related identity to child's reading readiness, even when accounting for household income. Although preliminary, our findings point to intergenerational influences on academic readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01