Dynamic Relations Between Parents' Behaviors and Children's Motivational Beliefs in Sports and Music

Parenting

Volumn 10, Issue 2, 2010, Pages 97-118

  Simpkins, Sandra D ^a   Vest, Andrea E ^a   Dawes, Nickki Pearce ^a   Neuman, Katie I ^a  

^a ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951707606     PISSN: 15295192     EISSN: 15327922     Source Type: Journal    
DOI: 10.1080/15295190903212638     Document Type: Article

References (59)

1. Anderson, J. C., Funk, J. B, Elliott, R., & Hull Smith, P. (2003). Parental support and pressure and children's extracurricular activities: relationships with amount of involvement and affective experience of participation. Applied Developmental Psychology, 24, 241-257.
2. Averill, P. M., & Power, T. G. (1995). Parental attitudes and children's experiences in soccer: Correlates of effort and enjoyment. International Journal of Behavioral Development, 18, 263-276.
3. Babkes, M. L., & Weiss, M. R. (1999). Parental influence on cognitive and affective responses in children's competitive soccer participation. Pediatric Exercise Science, 11, 46-62.
4. Bell, R. Q. (1968). A reinterpretation of the direction of effects in studies of socialization. Psychological Review, 75, 81-95.
5. Bollen, K. A., & Curran, P. J. (2006). Latent curve models: A structural equation perspective. Wiley series in probability and mathematical statistics. New York: Wiley.
6. Bradley, R. H. (2004). Chaos, culture, and covariance structures: A dynamic systems view of children's experiences at home. Parenting: Science and Practice, 4, 243-257.
7. Bradley, R. H., Caldwell, B. M., Rock, S. L., Ramey, C. T., Barnard, K. E., Gray, C., et al. (1989). Home environment and cognitive development in the first 3 years of life: A collaborative study involving six sites and three ethnic groups in North America. Developmental Psychology, 25, 217-235.
8. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723-742.
9. Brown, B. A., Frankel, B. G., & Fennel, M. P. (1989). Hugs or shrugs: Parental and peer influence on continuity of involvement in sport by female adolescents. Sex Roles, 20, 397-412.
10. Brown, B. B., Mory, M. S., & Kinney, D. (1994). Casting adolescent crowds in a relational perspective: Caricature, channel, and context. In R. Montemayor, G. R. Adams, & T. P. Gullotta (Series Eds.), Advances in adolescent development: Personal relations during adolescence (Vol. 6, pp. 123-167). Thousand Oaks, CA: Sage.
11. Bruininks, V. L., & Bruininks, R. H. (1977). Motor proficiency of learning disabled and nondisabled students. Perceptual and Motor Skills, 44, 1131-1137.
12. Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106, 676-713.
13. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487-496.
14. Davidson, J. W., Howe, M. J. A., Moore, D. G., & Sloboda, J. A. (1996). The role of parental influences in the development of musical performance. The British Journal of Developmental Psychology, 14, 399-412.
15. Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children's literacy performance: Longitudinal associations between and within families. Journal of Educational Psychology, 98, 653-664.
16. Eccles, J. S. (1993). School and family effects on the ontogeny of children's interests, self-perceptions, and activity choices. In J. E. Jacobs (Ed.), Nebraska Symposium on Motivation, 1992: Developmental perspectives on motivation (pp. 145-208). Lincoln: University of Nebraska Press.
17. Eccles, J. S., Adler, T. F., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53, 310-321.
18. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C. et al. (1993). Development during adolescence: The impact of stage environment fit on youth adolescents' experiences in schools and in families. American Psychologist, 48, 90-101.
19. Epstein, J. L., & Sanders, M. G. (2002). Family, school, and community partnerships. In M. H. Bornstein (Ed.), Handbook of parenting: Practical parenting (Vol. 5, pp. 407-437). Mahwah, NJ: Erlbaum.
20. Erikson, E. H. (1982). The completed life cycle: A review. New York: Norton.
21. Evans, M. E., Schweingruber, H., & Stevenson, H. W. (2002). Gender differences in interest and knowledge acquisition: The United States, Taiwan, and Japan. Sex Roles, 47, 153-167.
22. Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38, 519-533.
23. Fredricks, J. A., & Eccles, J. S. (2005). Family socialization, sex, and sport motivation and involvement. Journal of Sport & Exercise Psychology, 27, 3-31.
24. Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42, 698-713.
25. Fredricks, J. A., Simpkins, S. D., & Eccles, J. S. (2005). Family socialization, sex, and participation in sports and instrumental music. In C. R. Cooper, C. T. Garcia Coll, W. T. Bartko, H. Davis, & C. Chatman (Eds.), Developmental pathways through middle childhood: Rethinking contexts and diversity as resources (pp. 41-62). Mahwah, NJ: Erlbaum.
26. Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 83, 508-517.
27. Herbert, J., & Stipek, D. (2005). The emergence of gender differences in children's perceptions of their academic competence. Journal of Applied Developmental Psychology, 26, 276-295.
28. Hidi, S. (2000). An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 311-339). San Diego, CA: Academic Press.
29. Hill, J. P., & Lynch, M. E. (1983). The intensification of gender-related role expectations during early adolescence. In J. Brooks-Gunn & A. C. Peterson (Eds.), Girls at puberty (pp. 201-228). New York: Plenum Press.
30. 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: The search for optimal motivation and performance (pp. 405-439). San Diego, CA: Academic Press.
31. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's selfcompetence and values: Sex and domain differences across grades one through twelve. Child Development, 73, 509-527.
32. Kohlberg, L. (1966). A cognitive-developmental analysis of children's sex-role concepts and attitudes. In E. E. Maccoby (Ed.), The development of sex differences (pp. 82-173). Stanford, CA: Stanford University Press.
33. Lytton, H., & Romney, D. M. (1991). Parents' differential socialization of boys and girls: A meta-analysis. Psychological Bulletin, 109, 267-296.
34. Maccoby, E. E. (1998). The two sexes: Growing up apart, coming together. Cambridge, MA: Harvard University Press.
35. Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430.
36. Marsh, H. W., Gerlach, E., Trautwein, U., Ludtke, O., & Brettschneider, W. (2007). Longitudinal study of preadolescent sport self-concept and performance: Reciprocal effects and causal ordering. Child Development, 78, 1640-1656.
37. McHale, S. M., Crouter, A. C., & Whiteman, S. D. (2003). The family contexts of gender development in childhood and adolescence. Social Development, 12, 125-148.
38. Menjívar, C. (1995). Kinship networks among immigrants: Lessons from a qualitative comparative approach. International Journal of Comparative Sociology, 36, 219-232.
39. North, A. C., Hargreaves, D. J., & O'Neill, S. A. (2000). The importance of music to adolescents. British Journal of Educational Psychology, 70, 255-272.
40. Parke, R. D., Killian, C., Dennis, J., Flyr, M., McDowell, D. J., Simpkins, S. D., et al. (2003). Managing the external environment: The parent as active agent in the system. In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations (pp. 247-270). Thousand Oaks, CA: Sage.
41. Petersen, A. C., Crockett, L., Richards, M., & Boxer, A. (1988). A self-report measure of pubertal status: Reliability, validity, and initial norms. Journal of Youth and Adolescence, 17, 117-133.
42. Pomerantz, E. M., Grolnick, W. S., & Price, C. E. (2005). The role of parents in how children approach achievement. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 259-278). New York: Guilford Press.
43. Preacher, K. J., Wichman, A. L., MacCallum, R. C., & Briggs, N. E. (2008). Latent growth curve modeling. Thousand Oaks, CA: Sage.
44. Pugliese, J., & Tinsley, B. (2007). Parental socialization of child and adolescent physical activity: A meta-analysis. Journal of Family Psychology, 21, 331-343.
45. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (1st ed.). Thousand Oaks, CA: Sage.
46. Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.
47. Russell, A., & Saebel, J. (1997). Mother-son, mother-daughter, father-son, and father-daughter: Are they distinct relationships? Developmental Review, 17, 111-147.
48. Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
49. Sandstrom, M. J., & Coie, J. D. (1999). A developmental perspective on peer rejection: Mechanisms of stability and change. Child Development, 70, 955-966.
50. Schafer, J. L., & Graham, J. W. (2002). Missing data: Our review of the state of the art. Psychological Methods, 7, 147-177.
51. Shann, M. H. (2001). Students' use of time outside of school: A case for after school programs for urban middle school youth. The Urban Review, 33, 339-356.
52. Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2005). Parents' socializing behavior and children's participation in math, science, and computer out-of-school activities. Applied Developmental Science, 9, 14-30.
53. Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42, 70-83.
54. Simpkins, S. D., Fredricks, J., Davis-Kean, P., & Eccles, J. S. (2006). Healthy minds, healthy habits: The influence of activity involvement in middle childhood. In A. Huston & M. Ripke (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 283-302). New York, NY: Cambridge University Press.
55. Simpkins, S. D., Ripke, M., Huston, A. C., & Eccles, J. S. (2005). Predicting participation and outcomes in out-of-school activities: Similarities and differences across social ecologies. New Directions for Youth Development, 105, 51-69.
56. Smetana, J. G., & Daddis, C. (2002). Domain-specific antecedents of parental psychological control and monitoring: The role of parenting beliefs and practices. Child Development, 73, 563-580.
57. Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of sex inequities? Developmental Psychology, 39, 34-47.
58. U.S. Department of Education, National Center for Education Statistics. (2005). After-school programs and activities survey of the 2005 national household education surveys program. Retrieved June 16, 2008, from http://nces.ed.gov/pubs2006/afterschool/XLS/table_14a.xls
59. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., et al. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469.