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Pubertal timing as a moderator of the associations between parental restrictiveness and adolescent alcohol abuse
Title
Pubertal timing as a moderator of the associations between parental restrictiveness and adolescent alcohol abuse.
Creator
Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Adolescent alcohol abuse increases across the adolescent years. If left unchecked, alcohol abuse can give rise to delinquency, poor grades, and risky sexual behavior (Stueve & O’Donnell, 2005; Ellickson, Tucker, & Klein, 2003). Past research suggests that minimal parental oversight increases the risk for adolescent alcohol abuse. There is also evidence, however, that parents withdraw from oversight in the face of adolescent problem behaviors (Barber & Olsen, 1997; Hafen & Laursen, 2009). Each...
Show moreAdolescent alcohol abuse increases across the adolescent years. If left unchecked, alcohol abuse can give rise to delinquency, poor grades, and risky sexual behavior (Stueve & O’Donnell, 2005; Ellickson, Tucker, & Klein, 2003). Past research suggests that minimal parental oversight increases the risk for adolescent alcohol abuse. There is also evidence, however, that parents withdraw from oversight in the face of adolescent problem behaviors (Barber & Olsen, 1997; Hafen & Laursen, 2009). Each may vary according to the child’s physical development. Parents may respond to pubertal maturation with reduced supervision and early maturing girls may be sensitive to parent supervision because of the additional pressures and attention they receive from older, possibly deviant, peers (Stattin, Kerr, & Skoog, 2011).
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004278, http://purl.flvc.org/fau/fd/FA00004278
Subject Headings
High school students -- Alcohol use, Parent and teenager, Precocious puberty, Substance abuse -- Prevention, Teenagers -- Alcohol use, Vigilance (Psychology)
Format
Document (PDF)
Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?
Title
Maternal Involvement in Math Homework and its Influence on Adolescents’ Math Outcomes During the Transition to Middle School: Who Profits from Homework Assistance?.
Creator
Dickson, Daniel J., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
As adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and...
Show moreAs adolescents transition to middle school, math confidence and performance declines (Eccles et al., 1993; Lee, Statuto, & Kadar-Voivodas, 1983). These declines are typically attributed to social and maturational changes (Eccles, Lord, & Midgley, 1991; Simmons & Blyth, 1987). In this dissertation, I explore the hypothesis that low parent support for schoolwork is also responsible. Latino-American adolescents are especially at risk for math difficulties. Maintaining adolescents’ engagement and performance in math are important goals for mothers because high levels of both are requisites for many professional careers. This dissertation will focus on Latino-American families to determine if mothers’ homework involvement is associated with changes in children’s math-related outcomes across the transition to secondary school. Parental involvement in math homework is assumed to mitigate declines in math performance during this transition. Cognitive models suggest that involved parents utilize scaffolding (Rogoff & Gardner, 1984) and instruction to ensure math achievement (Pomerantz & Moorman, 2010). Motivational models suggest that involved parents foster math engagement by bolstering child confidence, modeling management strategies, and promoting values that encourage children to work hard (Grolnick & Slowiaczek, 1994; Simpkins, Fredricks, & Eccles, 2015). However, empirical evidence in support of the importance of parents in math achievement is limited. While positive forms of involvement co-occur with better math outcomes (Bhanot & Jovanovic, 2005; Rice et al., 2013), no studies have examined such associations longitudinally. Children who are uninterested in math may be more susceptible to the effects of parental homework involvement because they lack internal motivation for mastery that underlies performance in other children. The present study examines the extent to which Latina-American mothers’ involvement in math homework is effective in preventing declines in child math-related outcomes (i.e., perceptions of math ability, etc) during the transition to middle school. Child math interest was postulated to moderate this association. Results indicated that low maternal homework involvement predicts worsening child math-related outcomes, but only for children who were intrinsically uninterested in math. The findings hold important implications for parents, who must work to ensure that they remain engaged in their children’s activities, especially if children appear uninterested in math.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004911, http://purl.flvc.org/fau/fd/FA00004911
Subject Headings
Hispanic Americans--Education--Parent participation., Academic achievement., Adjustment (Psychology), Learning, Psychology of., Parent and child., Parent and teenager., Mathematics--Study and teaching (Middle school), Middle school students., Motivation in education., Education--Parent participation.
Format
Document (PDF)
Dyadic computer programming instruction for middle school students: friendship promotes learning
Title
Dyadic computer programming instruction for middle school students: friendship promotes learning.
Creator
Hartl, Amy C., DeLay, Dawn, Denner, Jill, Werner, Linda, Laursen, Brett, Richmond, Ashley D., Dirghangi, Shrija R., Hiatt, Cody, Dickson, Daniel J., Bortman, Gilly, Shawcross, Lauren, Graduate College
Date Issued
2013-04-12
PURL
http://purl.flvc.org/fcla/dt/3361309
Subject Headings
Friendship, Learning
Format
Document (PDF)