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

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

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

Each year, 2.5 million children in the US are homebound due to illness (NHIS, 2016; US Census Bureau, 2016). This paper explores the possible implications of being homebound for child development and well-being, drawing on Bronfenbrenner’s bioecological systems theory  of human development and Ryan and Deci’s self-determination theory. This paper also explores the potential role of robotic avatars and robot-mediated presence to provide homebound children with more appropriate developmental experiences. To better understand their robot-mediated developmental experiences, what is known about human development and human psychology in organic environments (i.e., bioecological systems theory, self-determination theory) is synthesized with concepts of presence theory from virtual environments. These theoretical supports form the foundation of a framework to evaluate the robot-mediated presence of homebound children. Findings from the first systematic, multi-case study on the robot-mediated presence of homebound children in schools provide empirical data to inform three identified levels of presence: co-present, cooperating, collaborating. This framework provides a first step to consistent evaluation of robot-mediated presence and engagement for this population. Understanding the social contexts and developmental needs of homebound children and how they can be achieved via robotic avatars will aid in developing more effective interventions for improved social supports and technological systems