Maternal and Paternal Tutoring Strategies with Their School-Age Children during a Problem-Solving Activity [electronic resource] / Sylvie Normandeau and Christine Goindin.
This study investigated how fathers and mothers modulated the specificity of their tutoring strategies as a function of their children's moment-to-moment behavior during a problem-solving activity. A total of 63 seven-year-old children and their parents participated in the study. Mothers and fa...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1996.
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| Summary: | This study investigated how fathers and mothers modulated the specificity of their tutoring strategies as a function of their children's moment-to-moment behavior during a problem-solving activity. A total of 63 seven-year-old children and their parents participated in the study. Mothers and fathers worked separately with their children on a microcomputer activity, and these activities were recorded and coded to ascertain children's help-seeking and parents' tutoring behaviors. The results indicated that mothers and fathers adjusted their tutoring strategies according to a contingent-shift rule--parents offered more specific support when the children failed and offered less specific support when the children succeeded in their attempts to solve the task. Mothers' and fathers' modulation of their level of tutoring were not different and were not influenced by the sex of the children. Neither boys nor girls were more likely to seek help from their same-sex parent than from the opposite sex parent. (Contains 26 references.) (MDM) |
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| Item Description: | ERIC Document Number: ED411943. ERIC Note: Paper presented at the Biennial Conference of the International Society for the Study of Behavioral Development (14th, Quebec City, Canada, August 12-16, 1996). |
| Physical Description: | 16 p. |