Examining the components and concomitants of parental structure in the academic domain

By M. Farkas, W. Grolnick. 2010

174 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/20fbeff9f3ee3bf296b9dfeef077378f3e8d6cf7

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Correlates of parental control and autonomy support in an interdependent culture: A look at Ghana (2013, unknown): “Studies conducted in the US suggest that parental provision of structure in the home is linked to higher levels of academic achievement and social and behavioral competence (Farkas and Grolnick 2010; Grolnick and Ryan 1989; Wang et al. 2007).”
Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, background): “Teachers can nurture students’ need for competence by providing adequate structure through clear instructions and positive feedback (Mouratidis et al. 2008; Farkas and Grolnick 2010; Jang, Reeve, and Deci 2010; Haerens et al. 2013).”
Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction (2013, background): “In sum, all the above teaching practices are thought to set up a well-structured learning environment wherein students have opportunities to fulfill their need for competence (Skinner et al., 1998; see also Farkas & Grolnick, 2010).”
How parents contribute to children's psychological health: the critical role of psychological need support (2017, background): “…to important motivational and developmental outcomes in different life domains, including academic competence, engagement, and performance (e.g., Farkas & Grolnick, 2010; Grolnick, Raftery-Helmer, activities with friends in the absence of parents; Grolnick et al., 2014), and engagement and…”
Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior. (2012, background): “Farkas and Grolnick (2010) found that these findings can be generalized to the parenting domain.”
Autonomy and autonomy disturbances in self-development and psychopathology: Research on motivation, attachment, and clinical process (2016, background): “components of parental structure, Farkas and Grolnick (2010) found parental structure and autonomy support to yield unique positive associations with seventh- and eighth-grade children’s perceived competence and actual grades.”
Examining the effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom: An action research study (2013, background): “Farkas and Grolnick (2010) surveyed and interviewed sixth and seventh grade students to gain an in-depth examination of the parental structure’s role and position in supporting student engagement and performance.”
Parental Provision of Structure: Implementation and Correlates in Three Domains (2014, background): “Farkas and Grolnick (2010) provided a promising method for examining structure that demonstrated reliability and validity.”
The Multidimensional Work Motivation Scale: Validation evidence in seven languages and nine countries (2015, background): “Research on the provision of structure has shown that it can promote autonomous motivation in school children (Farkas & Grolnick, 2010), and research on positive feedback has found that it relates positively to intrinsic motivation, in contrast to tangible contingent rewards (which are not assessed…”
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “Farkas and Grolnick (2010) showed that parental structure and autonomy support predicted both felt competence and autonomy in 7th and 8th-grade children.”