Parental resources and the transition to junior high.

By W. Grolnick, Carolyn O. Kurowski, Kelly Dunlap, Cheryl Hevey. 2000

252 citations recorded by the source corpus.

How researchers see this paper

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

The How, Whom, and Why of Parents’ Involvement in Children’s Academic Lives: More Is Not Always Better (2007, background): “In fact, parents’ cognitive-intellectual involvement in elementary school foreshadows children’s grades in reading following the transition to middle school, adjusting for children’s earlier grades (Grolnick et al., 2000).”
The role of parents in facilitating autonomous self-regulation for education (2009, methodology): “Grolnick et al. (2000) used an SDT perspective to explore factors predicting children’s adjustment to the transition to junior high.”
Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research (2016, background): “Similarly, research has suggested that parental autonomy support may be related to enhanced psychosocial functioning, including autonomous motivation for school (Bronstein et al. 2005; Dai 1998; Grolnick et al. 2000; Hui et al. 2011), greater psychological health in the form of greater perceived wel”
Parenting and children's motivation at school. (2009, background): “For example, while the effects of parent involvement are consistent across populations, the types of involvement that are facilitative vary with age, with involvement at the school more important for younger ages ( Grolnick et al., 2000; Jeynes, 2007).”