TY - JOUR
T1 - What parents bring to the table
T2 - Maternal behaviors in a grocery game and first graders’ literacy and math skills in a low-income sample
AU - Leyva, Diana
AU - Tamis-Lemonda, Catherine S.
AU - Yoshikawa, Hirokazu
N1 - Funding Information:
This project was conducted at New York University’s Center for Research on Culture, Development, and Education and funded by the National Science Foundation–Behavioral and Cognitive Sciences Grant 021859 and the National Science Foundation–Integrative Research Activities for Developmental Science Grant 0721383. We are grateful to the mothers and children who participated in our research over the years. We appreciate the contributions of the following students: Carmen Jimenez-Robbins, Casilda Suarez, Claudia Juliao, Emerald Shee, Yana Kuchirko, Meret Hofer, Jee Young Noh, Elizabeth Epstein, Magdalena Podgorny, Shella Marder, Miyoung Lee, Maria Melendez, Florie Ng, Eva Liang, Irene Wu, and Melissa Quispe. Special thanks to the snowcats members, particularly, Gladys Aguilar, and to Allie Lowe for coming up with this creative title.
Funding Information:
This project was conducted at New York University’s Center for Research on Culture, Development, and Education and funded by the National Science Foundation–Behavioral and Cognitive Sciences Grant 021859 and the National Science Foundation–Integrative Research Activities for Developmental Science Grant 0721383. We are grateful to the mothers and children who participated in our research over the years. We appreciate the contributions of the following students: Carmen Jimenez-Robbins, Casilda Suarez, Claudia Juliao, Emerald Shee, Yana Kuchirko, Meret Hofer, Jee Young Noh, Elizabeth Epstein, Magdalena Podgorny, Shella Marder, Miyoung Lee, Maria Melendez, Florie Ng, Eva Liang, Irene Wu, and Melissa Quispe. Special thanks to the snowcats members, particularly, Gladys Aguilar, and to Allie Lowe for coming up with this creative title. Diana Leyva is assistant professor of psychology at Davidson College; Catherine S. Tamis-LeMonda is professor of applied psychology at New York University; Hirokazu Yoshi-kawa is Courtney Sale Ross University Professor of Globalization and Education at New York University. Correspondence may be addressed to Diana Leyva, Psychology Department, David-son College, 405 North Main Street, Box 7136, Davidson, NC 28035; [email protected].
Publisher Copyright:
© 2019 by The University of Chicago. All rights reserved.
PY - 2019/6/1
Y1 - 2019/6/1
N2 - We examined associations between maternal writing support, math support, and directiveness and children’s literacy and math outcomes. Participants were 208 African American, Dominican, Mexican, and Chinese mothers and their first-grade children from low-income households. Mothers were video-recorded playing a grocery game with their children (i.e., making a grocery list together and shopping at a pretend store), and videos were coded for maternal writing and math support and directiveness. Maternal directiveness related negatively to children’s literacy and math outcomes, even after controlling for maternal education and ethnicity. Maternal ethnicity did not moderate the relations between maternal directiveness and child outcomes. Maternal writing support did not relate to children’s literacy except for a negative association in Chinese families. Maternal math support did not relate to children’s math outcomes across ethnicities. Findings can inform intervention programs about family practices that support first graders’ academic skills across ethnicities.
AB - We examined associations between maternal writing support, math support, and directiveness and children’s literacy and math outcomes. Participants were 208 African American, Dominican, Mexican, and Chinese mothers and their first-grade children from low-income households. Mothers were video-recorded playing a grocery game with their children (i.e., making a grocery list together and shopping at a pretend store), and videos were coded for maternal writing and math support and directiveness. Maternal directiveness related negatively to children’s literacy and math outcomes, even after controlling for maternal education and ethnicity. Maternal ethnicity did not moderate the relations between maternal directiveness and child outcomes. Maternal writing support did not relate to children’s literacy except for a negative association in Chinese families. Maternal math support did not relate to children’s math outcomes across ethnicities. Findings can inform intervention programs about family practices that support first graders’ academic skills across ethnicities.
UR - http://www.scopus.com/inward/record.url?scp=85064741264&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85064741264&partnerID=8YFLogxK
U2 - 10.1086/703104
DO - 10.1086/703104
M3 - Article
AN - SCOPUS:85064741264
SN - 0013-5984
VL - 119
SP - 629
EP - 650
JO - Elementary School Journal
JF - Elementary School Journal
IS - 4
ER -