META-THEORETICAL ANALYSES OF CLASSIC RESEARCH ISSUES AND QUESTIONS

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73083/1/j.1471-6402.1999.tb00401.x.pd

Understanding Educational and Occupational Choices

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/106880/1/j.1540-4560.2011.01718.x.pd

How do teachers’ beliefs predict children’s interest in math from kindergarten to sixth grade?

The present study investigated to what extent teachers' beliefs about children's achievement contribute to the development of children's math interest. In addition, the extent to which other possible predictors, such as performance in math, gender, and race/ethnicity would contribute to the development of children's math interest was examined. Three cohorts of children (N = 849) and their teachers participated in the study starting from kindergarten through their sixth grade. The results showed that especially teachers' beliefs about children's effort and potential performance positively predicted children's interest in math across the primary school years, whereas teachers' beliefs about children's math ability predicted children's math interest only at the beginning of primary school. Further, all the models were similar for boys and girls and for children in different cohort groups

Does Welfare Affect Family Processes and Adolescent Adjustment?

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66007/1/j.1467-8624.1998.tb06179.x.pd

A Theoretical and Qualitative Approach to Evaluating Children’s Robot-Mediated Levels of Presence

Each year, millions of children are homebound due to illness that requires limited exposure to other children and adults due to health risks. What are the consequences of this isolation for their development and well-being, and how might robotic avatars be used to enrich their developmental experiences? These are the questions guiding this paper. Fundamental developmental theories and theories of thriving make clear the importance of exposure to larger social settings for normative healthy human development. This paper draws upon both Bronfenbrenner’s bioecological systems theory of human development and Ryan and Deci’s self-determination theory (SDT) to justify the importance of exposure to the kinds of experiences children normally receive in school settings for normative development. Theories related to virtual reality are also explored to evaluate the role that social presence, through robotic avatars, plays in providing homebound children with developmental experiences. This paper introduces the first systematic, multicase study on the robot-mediated presence of homebound children in traditional schools. Findings include empirical data that inform a theoretically supported framework for evaluating the robot-mediated presence of children in learning environments

The impact of mothers’ gender-role stereotypic beliefs on mothers’ and children’s ability perceptions

The focus of this study is the relation between mothers ' gender stereotypic beliefs, their perceptions of their children's abilities, and their children's self-perceptions in 3 activity domains. Approximately 1,500 mothers and their 11- to 12-year-old children responded to questions about the children's abilities in the math, sports, and social domains. It was predicted that mothers ' beliefs about their children would be moderated by their gender stereotypic beliefs about the abilities of female and male people in general. As predicted, path analyses revealed that mothers ' gender stereotypic beliefs interact with the sex of their child to influence their perceptions of the child's abilities. Mothers ' perceptions, in turn, mediate the influence of past performance on children's self-perceptions in each domain. The existence of sex-of-child effects on both parents ' and children's perceptions of early adolescents ' abilities in mathematics is well documented (e.g., Eccles, 1984; Eccles, Adler, & Meece, 1984; Eccles [Parsons] et al, 1983; Parsons, Adler, & Kaczala, 1982). In general, girls rate their math abilities lower than boys. Similarly, parents of girls express less confidence i

Retracted: Multilevel Predictors of Math Classroom Climate: A Comparison Study of Student and Teacher Perceptions

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/134188/1/jora12153.pd

Financial Strain, Parenting Behaviors, and Adolescents' Achievement: Testing Model Equivalence between African American and European American Single- and Two-Parent Families

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/65503/1/1467-8624.00106.pd