TY - JOUR
T1 - Dynamic Relations Between Parents' Behaviors and Children's Motivational Beliefs in Sports and Music
AU - Simpkins, Sandra D.
AU - Vest, Andrea E.
AU - Dawes, Nickki Pearce
AU - Neuman, Katie I.
N1 - Funding Information:
This research was supported by Grant HD17553 from the National Institute for Child Health and Human Development to Jacquelynne Eccles, Allan Wigfield, Phyllis Blumenfeld, and Rena Harold, grants from the MacArthur Network on Successful Pathways Through Middle Childhood to Jacquelynne Eccles, and the William T. Grant Scholar Award to Sandra Simpkins. The authors thank the principals, teachers, students, and parents of the cooperating school districts for their participation in this project. They also thank the following people for their work on the project: Amy Arbreton, Phyllis Blumenfeld, Carol Freedman-Doan, Rena Harold, Janis Jacobs, Toby Jayaratne, Mina Vida, Allan Wigfield, and Kwang Suk Yoon.
PY - 2010/4
Y1 - 2010/4
N2 - Objective. This study examined the associations between trajectories of parents' behaviors and trajectories of children's sport and music motivational beliefs (i.e., self-concepts of abilities and values). Design. Mothers and fathers (N = 589) reported their modeling, provision of activity-related materials, encouragement, and parent-child coactivity when children were in 1st grade (M = 7.40 years, SD = .35) through 6th grade (M = 12.37 years, SD = .38). Children reported their self-concepts of ability and values in sports and music from 1st through 12th grade. Results. Mothers' behaviors at 1st grade positively predicted children's sport motivational beliefs at 1st grade and the change in children's music motivational beliefs from 1st to 6th grade. The change in fathers' behaviors from 1st to 6th grade positively predicted the change in children's motivational beliefs from 1st to 6th grade. Although parents' behaviors and children's motivational beliefs varied by child gender, only 2 of 36 relations among these indicators were different for girls and boys. Conclusions. Parents can use a variety of behaviors to promote both girls' and boys' self-concepts and values of sports and music.
AB - Objective. This study examined the associations between trajectories of parents' behaviors and trajectories of children's sport and music motivational beliefs (i.e., self-concepts of abilities and values). Design. Mothers and fathers (N = 589) reported their modeling, provision of activity-related materials, encouragement, and parent-child coactivity when children were in 1st grade (M = 7.40 years, SD = .35) through 6th grade (M = 12.37 years, SD = .38). Children reported their self-concepts of ability and values in sports and music from 1st through 12th grade. Results. Mothers' behaviors at 1st grade positively predicted children's sport motivational beliefs at 1st grade and the change in children's music motivational beliefs from 1st to 6th grade. The change in fathers' behaviors from 1st to 6th grade positively predicted the change in children's motivational beliefs from 1st to 6th grade. Although parents' behaviors and children's motivational beliefs varied by child gender, only 2 of 36 relations among these indicators were different for girls and boys. Conclusions. Parents can use a variety of behaviors to promote both girls' and boys' self-concepts and values of sports and music.
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U2 - 10.1080/15295190903212638
DO - 10.1080/15295190903212638
M3 - Article
AN - SCOPUS:77951707606
SN - 1529-5192
VL - 10
SP - 97
EP - 118
JO - Parenting
JF - Parenting
IS - 2
ER -