Maternal monitoring does not predict children's task persistence at any measurement point¶
Claim · All claims
Evidence · 1 study · associationalr3·q3
Currency · newest study 2017 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Mother-reported monitoring did not predict children's teacher-reported task persistence later on at any measurement point. → Viljaranta 2017
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 · i? · associational · r3
Null cross-lagged result from the same path model of 365 triads: "mother-reported monitoring did not predict children’s teacher-reported task persistence later on at any measurement point". No effect size is printed; equivalence was not tested.
"Moreover, mother-reported monitoring did not predict children’s teacher-reported task persistence later on at any measurement point."
Discussion¶
Learner Variables¶
- Motivation — outcome: instruction changes it
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
- 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
- Children's task persistence positively predicts mothers' later autonomy granting across both grade transitions — related
- 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 — related
- Higher levels of maternal help, press for intellectual development, and monitoring are associated with poorer children's arithmetic skills — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
monitoring-no-effect-task-persistence |
title |
Maternal monitoring does not predict children's task persistence at any measurement point |
description |
Maternal monitoring does not predict children's task persistence at any measurement point |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — viljaranta-2017 |
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