Parent-child participation in planning children's activities outside of school in European American and Latino families

Child Development

Volumn 76, Issue 2, 2005, Pages 371-383

  Gauvain, Mary ^a   Perez, Susan M ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF NORTH FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 17444369087     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2005.00851_a.x     Document Type: Article

References (30)

1. Bandura, A. (1989). Cognitive social learning theory. In R. Vasta (Ed.), Annals of child development (Vol. 6, pp. 1-60). Greenwich, CT: JAI Press.
2. Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
3. Bumpus, M. F., Crouter, A. C., & McHale, S. M. (2001). Parental autonomy granting during adolescence: Exploring gender differences in context. Developmental Psychology, 37, 163-173.
4. Crockett, L. J. (2002). Agency, motivation, and the life course: Concepts and processes. In L. J. Crockett (Ed.), Nebraska Symposium on Motivation (Vol. 48, pp. 1-29). Lincoln: University of Nebraska Press.
5. Delgado-Gaitan, C. (1994). Socializing young children in Mexican-American families: An intergenerational perspective. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 55-86). Hillsdale, NJ: Erlbaum.
6. Dreher, M., & Oreter, R. (1987). Action planning competencies during adolescence and early adulthood. In S. L. Friedman et al. (Eds.), Blueprints for thinking: The role of planning in cognitive development (pp. 321-355). Cambridge, England: Cambridge University Press.
7. Fisher, C. B., Jackson, J. F., & Villarruel, F. A. (1998). The study of African American and Latin American children and youth. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (pp. 1145-1207). New York: Wiley.
8. Friedman, S. L., & Scholnick, E. K. (1997). The developmental psychology of planning. Mahwah, NJ: Erlbaum.
9. Gauvain, M. (2001). The social context of cognitive development. New York: Guilford.
10. Gauvain, M., & Huard, R. (1993, April). What do children do when they have nothing to do? Paper presented at the meeting of the Society for Research in Child Development, New Orleans, LA.
11. Gauvain, M., & Huard, R. D. (1999). Family interaction, parenting style, and the development of planning: A longitudinal analysis using archival data. Journal of Family Psychology, 13, 1-18.
12. Goodnow, J. J. (1990). The socialization of cognition: What's involved? In J. W. Stigler, R. A. Shweder, & G. Herdt (Eds.), Cultural psychology: Essays on comparative human development (pp. 259-286). Cambridge, England: Cambridge University Press.
13. Goodnow, J. J., Miller, P. J., & Kessel, F. (1995). Cultural practices as contexts for development. San Francisco: Jossey-Bass.
14. Haith, M. M., Benson, J. B., Roberts, R. J., & Pennington, B. F. (1994). The development of future-oriented processes. Chicago: University of Chicago Press.
15. Halpern, D. F. (2000). Sex differences in cognitive abilities (3rd ed.). Mahwah, NJ: Erlbaum.
16. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, England: Cambridge University Press.
17. Hollingshead, A. B. (1975). Two-factor index of social position. Unpublished manuscript, Yale University.
18. Jacobs, J. E., & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation (pp. 405-439). San Diego, CA: Academic Press.
19. Klaczynski, P. A., Laipple, J. S., & Jurden, F. H. (1992). Educational context differences in practical problem solving during adolescence. Merrill-Palmer Quarterly, 38, 417-438.
20. Kopp, C. (1997). Young children's emotion management, instrumental control, and plans. In S. L. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning (pp. 103-124). Mahwah, NJ: Erlbaum.
21. Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170-183.
22. Parke, R. D., & Buriel, R. (1998). Socialization in the family: Ethnic and ecological perspectives. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (pp. 463-552). New York: Wiley.
23. Posner, J. K., & Vandell, D. L. (1999). After-school activities and the development of low-income urban children: A longitudinal study. Developmental Psychology, 35, 868-879.
24. Rogoff, B. (2003). The cultural nature of human development. Oxford, England: Oxford University Press.
25. Rogoff, B., Gauvain, M., & Gardner, W. (1987). The development of children's skill in adjusting plans to circumstances. In S. L. Friedman et al. (Eds.), Blueprints for thinking: The role of planning in cognitive development (pp. 303-320). New York: Cambridge University Press.
26. Savage, S., & Gauvain, M. (1998). Parental beliefs and children's everyday planning in European American and Latino families. Journal of Applied Developmental Psychology, 19, 319-340.
27. Sigel, I. E., McGillicuddy-DeLisi, A. V., & Goodnow, J. (1992). Parental belief systems: The psychological consequences for children (2nd ed.). Hillsdale, NJ: Erlbaum.
28. Steinberg, L. (1987). Family processes in adolescence: A developmental perspective. Family Therapy, 14, 77-86.
29. Suarez-Orozco, C., & Suarez-Orozco, M. M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
30. Wood, D. J., & Middleton, D. (1975). A study of assisted problem solving. British Journal of Psychology, 66, 181-191.