The Effects of Paternal Teaching Strategies, Childcare Involvement, and Select Father-Child Variables on the Academic Performance of Mexican-American Children.

Autor/in	Strand, David A.
Titel	The Effects of Paternal Teaching Strategies, Childcare Involvement, and Select Father-Child Variables on the Academic Performance of Mexican-American Children.
Quelle	(1988), (171 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Acculturation; Child Rearing; Fathers; Mexican American Education; Mexican Americans; Parent Influence; Parent Student Relationship; Parents as Teachers; Primary Education; Self Efficacy; Sex Differences; Teaching Methods; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Akkulturation; Kindererziehung; Hispanoamerikaner; Primarbereich; Self-efficacy; Selbstwirksamkeit; Sex difference; Geschlechtsunterschied; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Fifty-nine Mexican-American families, each with a child between age 5 and 9, participated in a study to determine whether paternal proximal behaviors related to child ability and achievement. Proximal behaviors studied were: (1) teaching strategies; (2) language in literacy related activities; (3) involvement level in childcare; and (4) select gender-specific behaviors. Additionally, the study examined associations between acculturation level and proximal paternal behaviors. Instruments used were the Parent Background Form (PBF), the Cognitive Home Environment Scale (CHES), the Peabody Picture Vocabulary Test (PPVT), and a revised version of the Maternal Teaching Observation Technique (MTOT). In addition, primary teachers rated children for classroom performance and academic potential. To study father-child interactions, research assistants videotaped fathers teaching their children on a model assembly task. Interviews with mothers identified childcare responsibilities in the home. Results showed that fathers who incorporated independence training in their teaching approach and used English in literacy-related activities had higher rated children. No significant differences were found in involvement level with respect to father level of acculturation or in teaching approaches with respect to gender. Among the implications of the study are the following: (1) future research should account for paternal as well as maternal influences when assessing home environment variables; (2) teaching methods in school should complement paternal methods; and (3) parental behaviors which promote child self-efficacy should be encouraged. Study limitations are described; they concern sample size and selection, validity of the instruments, and the nature of the father-child task. (KS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC