Authoritative Parenting, Parental Scaffolding of Long-Division Mathematics, and Children's Academic Competence in Fourth Grade.

By Jonathan F. Mattanah, Michael W. Pratt, P. Cowan, C. Cowan. 2005

92 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4e6c1818f5ffb00a6684891a219e62949b706377

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. F. Oort
2. Monique Volman

In Education

1. Janneke van de Pol
2. Monique Volman
3. F. Oort
4. Jos Beishuizen
5. Neil Mercer
6. M. Veenman
7. M. Stel
8. Arthur Bakker

Citations in the corpus

• The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support (2015, background): “A body of research showed that parental scaffolding was associated with success on different sorts of outcomes such as self-regulated learning (Mattanah et al. 2005), block-building and puzzle construction tasks (Fidalgo and Pereira 2005; Wood and Middleton 1975) and long-division math homework…”
• Teacher Scaffolding in Small-Group Work: An Intervention Study (2014, background): “…as a crucial characteristic of effective support in small-group work (Blatchford, Baines, Rubie-Davies, Bassett, & Chowne, 2006; Chiu, 2004; Webb, 2009), and it is a crucial predictor of the success of the support given (Mattanah et al., 2005; Pino-Pasternak et al., 2010; Pratt et al., 1992).”