Mothers' mastery-oriented involvement in children's homework: Implications for the well-being of children with negative perceptions of competence.

By E. Pomerantz, F. Ng, Qian Wang. 2006

105 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/50a7bb37a6bd9bee9dcdcb391333b756ff688fe6

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. Elizabeth A. Moorman
2. Scott Litwack
3. E. Pomerantz
4. Dimitra Hartas
5. G. Šilinskas
6. Eve Kikas
7. Yuko Goto Butler

In Education

1. Scott Litwack
2. Elizabeth A. Moorman
3. E. Pomerantz
4. Dimitra Hartas
5. G. Šilinskas
6. Eve Kikas
7. Yuko Goto Butler

Citations in the corpus

• Families’ social backgrounds matter: socio-economic factors, home learning and young children’s language, literacy and social outcomes (2011, background): “The relationship between home learning and child social adjustment in particular has been relatively underresearched in young children (Pomerantz et al., 2006).”
• The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better (2007, methodology): “…with homework predicted dampened negative emotional functioning (i.e., experience of negative emotions, depressive symptoms, and anxiety symptoms) among elementary and middle school children over 6 months, adjusting for their earlier negative emotional functioning (Pomerantz et al., 2006).”