Parents' Socializing Behavior and Children's Participation in Math, Science, and Computer Out-of-School Activities

By S. Simpkins, P. Davis‐Kean, Jacquelynne S. Eccles. 2005

170 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/c3de4493e0bb244134f200ec3e09183f6656eb7b

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Citations in the corpus

Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, unknown): “Similar results were shown for the relations between actual supportive behavior of parents and motivation of their children (e.g., Gottfried et al., 2009; Simpkins et al., 2005).”
great expeCtatIons: the BIasIng eFFeCts oF reported ChIld BehaVIor proBlems on eduCatIonal expeCtanCIes and suBsequent aCademIC aChIeVement (2009, background): “…expectations, an effect that was partially mediated by parental involvement in educational activities. parental involvement likely plays an important role in communicating parents’ beliefs about academic success to the child (hao & Bonstead-Bruns, 1998; simpkins et al, 2005; Jodl et al., 2001).”
Math and science motivation: A longitudinal examination of the links between choices and beliefs. (2006, background): “…science courses and participation in out-of-school science activities, however, does not significantly differ by gender (Farmer et al., 1995, 1999; Simpkins et al., 2005), but this may be due to the fact that girls are more likely to favor the biological sciences and boys have higher…”
Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities (2012, background): “The frequency with which children reportedly participated in math activities was related to the frequency with which children observed their parents do math activities [29].”
Contextual Factors Related to Math Anxiety in Second-Grade Children (2014, methodology): “Home Math Environment The home math environment was assessed using a questionnaire adapted for use in this study from Simpkins, Davis-Kean, and Eccles (2005, 2006).”
Organized Activity Participation, Positive Youth Development, and the Over‐Scheduling Hypothesis (2006, background): “The most common reasons both adolescents and preadolescents give for participation include: a) enjoyment and excitement (Csikszentmihalyi, Rathunde, & Whalen, 1993; Passmore & French, 2001; Gambone & Arbreton, 1997); b) encouragement and support received from friends or parents (Fletcher et al., 200”