Perceived Social Support Network and Achievement : Mediation by Motivational Beliefs and Moderation by Gender

Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students’ motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students’ motivational belief on the relationship between PSS and achievement is “culture-fair but not culture-free”.Peer reviewe

A Formação na Maturidade como Apropriação da Própria História de Vida

No presente artigo, a disposição e a competência para a apropriação da própria história de vida são consideradas como modos de formação1 na maturidade. Estas se relacionam com fatores históricos e sócio-políticos e estão inscritas em contextos multigeracionais de formação e processos de desenvolvimento ao longo da vida. Nesta perspectiva, conceitos como geração, geracionalidade, geratividade e transmissão transgeracional ganham destaque e serão aprofundados no texto. A linha argumentativa que sustenta este ponto de vista baseia-se em estudos de países de língua alemã sobre crianças da Segunda Guerra Mundial que envelheceram. Apesar de se tratar de uma situação específica, nos parece possível a extensão das reflexões também para o contexto brasileiro

Contextos de crianza del niño: problemas y prospectiva

The focus of this paper is to undertake a theoretical integration of current knowledge on child rearing contexts. The author, based on available research work, makes several proposals: 1) the distinction between primary developmental context (guided by others) and secondary developmental context (without this intervention); 2) the importance which parties have on the potential development of a specific context; 3) this potential development is increased through interrelations between this specific context and other contexts in which the child participates. The school has gradually distanced itself from the home and has become a place of alienation for children and adolescents, with important consequences to their behaviour and development. Child rearing contexts have also been modified due to an increasing proportion of women who have joined the work force.La idea de este artículo es hacer una integración teórica del conocimiento existente sobre los contextos de crianza del niño. A la luz de las investigaciones existentes el autor hace varias propuestas: la distinción entre contexto de desarrollo primario (bajo guía de otras personas) y secundario (sin esta intervención); la importancia de terceras partes en el desarrollo potencial de un escenario; el desarrollo potencial se ve incrementado en virtud de las interrelaciones entre ese escenario y otros contextos en los que se inserta el niño. La escuela se ha separado progresivamente del hogar y se ha convertido en uno de los focos de alienación para los niños y jóvenes, con importantes consecuencias en su conducta y en el desarrollo. Con la incorporación de la mujer al mundo laboral, también se ha modificado el contexto de crianz

Family Authority Structure (Cologne and Schleswig-Holstein)

Overview of the forms of raising children in West Germany. Topics: Family structure; authority structure in one´s family and the conduct of respondent; upbringing style in one´s family; detailed characterization of habits of father, mother and classmates by respondent by means of scales; school education and religious denomination of parents; length of absence of father from home. Demography: age; sex; family composition; age and number of siblings; school education; social origins.Überblick über die Formen der Kindererziehung in Westdeutschland. Themen: Familienstruktur; Autoritätsstruktur in der Familie und das Verhalten des Befragten; Erziehungsstil in der Familie; detaillierte Charakterisierung der Gewohnheiten von Vater, Mutter und Mitschülern durch den Befragten anhand von Skalen; Schulbildung und Konfession der Eltern; Dauer der Abwesenheit des Vaters von zu Hause; Geschwisterzahl. Demographie: Alter; Geschlecht; Familienzusammensetzung; Alter und Anzahl der Geschwister; Schulbildung; soziale Herkunft