Predicting children's school grades: Unique and interactive effects of parental beliefs and child inattention/hyperactivity symptoms.

Autor: Ferretti N; The University of Alabama, Tuscaloosa, Alabama, USA., Ganley CM; Florida State University, Tallahassee, Florida, USA., Kofler MJ; Florida State University, Tallahassee, Florida, USA.
Jazyk: angličtina
Zdroj: The British journal of developmental psychology [Br J Dev Psychol] 2019 Jun; Vol. 37 (2), pp. 300-307. Date of Electronic Publication: 2019 Feb 06.
DOI: 10.1111/bjdp.12276
Abstrakt: Parental beliefs about school involvement are key in predicting individual differences in children's academic success. The current study examined unique and interactive relations between parental beliefs and child inattention/hyperactivity symptoms in predicting children's achievement. Participants (N = 348) were caregivers of children aged 8-12. Caregivers completed questionnaires regarding their beliefs and their child's inattention/hyperactivity and achievement. Hierarchical regression analyses indicated lower child inattention/hyperactivity and greater parental confidence in their ability to help their child academically predicted better achievement. Parent/child interactions probed with simple slopes suggested an achievement gap for children with higher inattention/hyperactivity only when their parents felt less efficacious or more responsible for their child's academic success. This suggests parent self-efficacy may buffer the negative relation between children's inattention/hyperactivity symptoms and underachievement, and parents of children with higher inattention/hyperactivity may increasingly assume responsibility for their success due to feedback from the school. Statement of contribution What is already known on this subject? Academic achievement predicts several short- and long-term outcomes for children. Parental involvement beliefs are multi-faceted and predict children's academic success. Child inattention/hyperactivity symptoms are related to lower academic achievement. What does this study add? It provides specificity of previous relations for children with a range of inattention/hyperactivity symptoms. It identifies parental self-efficacy as a promising moderator of the relation between child behaviour and academics. It provides a preliminary evidence base for future work on the role of parental beliefs in child academic outcomes.
(© 2019 The British Psychological Society.)
Databáze: MEDLINE
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