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Developing frameworks and tools for the analysis of Parent-child interactions and their impact on children's self-regulation

Pino-Pasternak, D.ORCID: 0000-0002-1030-7458 and Whitebread, D. (2007) Developing frameworks and tools for the analysis of Parent-child interactions and their impact on children's self-regulation. Transylvanian Journal of Psychology, Special Issue No. 2 (Supp. 2). pp. 335-356.

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Abstract

This paper presents a preliminary analytic framework for the analysis of pa- rent-child interactive dynamics taking place during an intervention programme oriented to foster a self-regulated approach towards academic tasks in primary school children who pre- sent difficulties in learning at school. The overall aim of this study was to explore the extent to which and the ways through which the quality of parent-child interactions and the inci- dence of metacognitive talk and strategic behaviours among parents and children changed while the participants were engaged in homework and study-related activities especially de- signed to foster metacognitive awareness. Primary school children (aged 7-10 years) showing low levels of academic achievement and self-regulation in the classroom context and par- ents presenting consistent difficulties when supporting their children’s learning at home were selected for the study. During 7 parent-child sessions parents and their children were encouraged to work together on a series of academic tasks using a problem-solving ap- proach involving task definition, planning, strategy monitoring and use, and evaluation (King, 1991). As part of the programme parents were invited to watch the videos of the ses- sions and to reflect upon them with the researcher using the Video Stimulated Reflective Dialogue methodology (Moyles and col. 2003). Following a microgenetic approach to the data (Granott and Parziale, 2002) the analysis of parent-child interactions proposed in this paper focuses on elements such as the cogni- tive level of the interaction, the degree of shared responsibility over the task and the contin- gency of parental support.

Item Type: Journal Article
Publisher: Babes-Bolyai University
Publishers Website: http://epsz.pszichologia.ubbcluj.ro/
URI: http://researchrepository.murdoch.edu.au/id/eprint/15861
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