Early autonomy-supportive parenting predicts children's achievement in both elementary and high school, uniquely over other parenting dimensions¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Autonomy support predicted elementary and high school achievement even when warmth and cognitive stimulation were in the model, whereas neither warmth nor cognitive stimulation was uniquely predictive. → Bindman 2015

Evidence¶

Bindman 2015¶

Bindman, S. W., Pomerantz, E. M., & Roisman, G. I. (2015). Do Children's Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School? Journal of Educational Psychology. https://doi.org/10.1037/edu0000017

q2 · i? · associational · r3

SEM models of SECCYD Woodcock-Johnson achievement (averaged first, third, fifth grades; age 15) with the same covariate set; the article reports autonomy support "held up when the two other dimensions of parenting were included in the models."

"the effects of mothers’ autonomy support on children’s achievement during elementary and high school held up when the two other dimensions of parenting were included in the models (see Table 6). However, neither warmth nor cognitive stimulation was predictive of children’s achievement with the other dimensions of parenting in the model."

Discussion¶

Learner Variables¶

• Social Supports — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Mothers' early autonomy support uniquely predicts children's executive functions at 54 months over and above warmth, cognitive stimulation, and covariates — related
• Children's executive functions at 54 months partly account for the association between mothers' early autonomy support and achievement in elementary and high school — related