Linking parental scaffolding with self-regulated learning in Chinese kindergarten children |
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| Institution: | 1. San Diego State University, United States;2. University of Illinois at Urbana-Champaign, United States;3. Temple University, United States;1. New York University, Department of Applied Psychology, 246 Greene St, 5E Fl, New York, NY, 10003, United States;2. New York University, United States;1. University of Macau, China;2. University of Virginia, USA;3. Shandong Normal University, China;4. South China Normal University, China;1. Department of Child and Adolescent Psychiatry/Psychology, Erasmus University Medical Center, 3000 CB Rotterdam, The Netherlands;2. Center for Child and Family Studies, Leiden University, 2300 RB Leiden, The Netherlands;3. Generation R Study Group, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands;4. Department of Epidemiology, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands;5. Department of Pediatrics, Erasmus University Medical Center, 3000 CB Rotterdam, The Netherlands;6. Department of Psychiatry, Erasmus University Medical Center, 3000 CA Rotterdam, The Netherlands;7. School of Pedagogical and Educational Sciences, Erasmus University Rotterdam, 3000 DR Rotterdam, The Netherlands;1. Faculty of Education, University of Macau, Av. da Universidade, Taipa, Macau, China;2. Center for Advanced Study of Teaching and Learning, University of Virginia, PO Box 800784, Charlottesville, VA 22908-0784, United States;3. School of Teaching, Learning, and Leadership College of Education ED315U, University of Central Florida, Orlando, FL 32816, United States |
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| Abstract: | The current study aimed to examine the relationships between dimensions of parental scaffolding and children's self-regulated learning (SRL). One hundred and thirty Chinese kindergarten children participated in a range of problem-solving tasks with their parents and independently. Parent-child interactions and child-alone behaviours were video-recorded for an in-depth observational analysis. Parental cognitive support, emotional support, and contingency were coded in parent-child interactions. Children's cognitive, metacognitive, and motivational strategic behaviours and task performance were coded and assessed within the context of child-alone tasks. Results showed that contingency was particularly important for children's SRL. Parental contingency was the only independent predictor of children's SRL among the three aspects of parental scaffolding and mediated the effect of parent education levels on children's SRL. |
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| Keywords: | Parental scaffolding Self-regulated learning Contingency Chinese kindergarten children |
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