Weak indirect effects link Grade 2 autonomy granting and help to Grade 4 performance via Grade 3 task persistence; monitoring and reverse indirect effects are not significant¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3 · i0 negligible
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Mothers' Grade 2 help had a marginally significant negative indirect effect on Grade 4 performance via task persistence (β = –.01, p = .08). → Viljaranta 2017 q3 i? The indirect effect of Grade 2 monitoring via task persistence was not significant, and indirect effects from Grade 2 performance to Grade 4 assistance did not reach significance. → Viljaranta 2017 (2)

Evidence¶

Viljaranta 2017¶

Viljaranta, J., Silinskas, G., Lerkkanen, M.-K., Hirvonen, R., Pakarinen, E., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Maternal Homework Assistance and Children’s Task-Persistent Behavior in Elementary School. https://scholar.google.com/scholar?q=Maternal+Homework+Assistance+and+Children%E2%80%99s+Task-Persistent+Behavior+in+Elementary+School

q3 · i0 · associational · r3

The model also showed "mothers’ help in grade 2 had a marginally significant indirect effect" on Grade 4 performance via task persistence, β = –.01, p = .08 — negligible in magnitude and only marginal in significance.

"also mothers’ help in grade 2 had a marginally significant indirect effect on children’s performance in grade 4 via children’s task persistence in grade 3 (standardized indirect estimate β = –.01, S.E. = .01, p = .08)"

Viljaranta 2017 (2)¶

Viljaranta, J., Silinskas, G., Lerkkanen, M.-K., Hirvonen, R., Pakarinen, E., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Maternal Homework Assistance and Children’s Task-Persistent Behavior in Elementary School. https://scholar.google.com/scholar?q=Maternal+Homework+Assistance+and+Children%E2%80%99s+Task-Persistent+Behavior+in+Elementary+School

q3 · i? · associational · r2

Null mediation result: "the indirect effect of mothers’ monitoring in grade 2 ... was not significant" (β = .01, p = .18). The reverse indirect effects from Grade 2 performance to Grade 4 assistance were also non-significant (p = .71–.72).

"the indirect effect of mothers’ monitoring in grade 2 on children’s performance in grade 4 through children’s task persistence in grade 3 was not significant (standardized indirect estimate β = .01, S.E. = .01, p = .18)"

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Maternal autonomy granting in Grade 2 positively predicts children's task persistence in Grade 3, but not from Grade 3 to Grade 4 — related
• Children's task persistence positively predicts mothers' later autonomy granting across both grade transitions — related
• Maternal help in Grade 2 negatively predicts children's task persistence in Grade 3, with no prediction from Grade 3 to Grade 4 — related
• Children's Grade 3 task persistence negatively predicts mothers' Grade 4 help and monitoring, but not earlier — related
• Maternal monitoring does not predict children's task persistence at any measurement point — related