The Role of Parents in How Children Approach Achievement: A Dynamic Process Perspective.

By E. Pomerantz, W. Grolnick, Carrie E. Price. 2005

226 citations recorded by the source corpus.

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Citations in the corpus

A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. (2009, background): “However, parental involvement may also have adverse relations to children’s academic motivation and competence such as through the use of parental controls, pressure, and task-extrinsic motivational practices (e.g., Grolnick, 2003; Pomerantz et al., 2005; Seginer, 2006).”
Parental behaviors and adolescents' achievement goals at the beginning of middle school: Emotional problems as potential mediators. (2010, background): “(Pomerantz et al., 2005).”
Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students (2015, methodology): “Previous research (e.g., Pomerantz et al. 2005) suggest that forms of parental involvement focusing on control have null or negative impact on the motivation and performance of students (e.g., setting strict rules, restrictions, and punishments).”
Parental factors in children’s motivation for learning English: a case in China (2015, background): “And we know from the literature that when parents have a process-focused notion of achievement, it fosters their children’s competence (Pomerantz, Grolnick, and Price 2005).”
Autonomous and Controlled Motivation for Parenting: Associations with Parent and Child Outcomes (2015, background): “Parenting research in the SDT tradition has focused on parents’ use of autonomy support to help their children internalize important values and guidelines (Grolnick et al. 1991; Pomerantz et al. 2005).”
Students’ perceptions of family influences on their academic motivation: A qualitative analysis (2007, background): “Students with a stronger interdependent self-construal report greater investment in school than do students with a more independent self-construal (Wang & Pomerantz, 2004, cited in Pomerantz et al., 2005). Pomerantz et al. (2005) note that neither family obligation or interdependent self construals ”
The role of parents in children's musical development (2009, background): “…extensive interviews with the mothers and the children throughout the first three years of learning are in accord with psychological research (e.g., Pomerantz et al., 2005), which suggests that parents who adopt controlling practices will be far less successful than parents who use autonomysupport…”