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Parental Beliefs and Children's School Performance
Author(s) -
Okagaki Lynn,
Sternberg Robert J.
Publication year - 1993
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.1993.tb02894.x
Subject(s) - psychology , developmental psychology , child development , childhood development
Immigrant parents from Cambodia, Mexico, the Philippines, and Vietnam and native‐born Anglo‐American and Mexican‐American parents responded to questions about child rearing, what teachers of first and second graders should teach their children, and what characterizes an intelligent child. Immigrant parents rated conforming to external standards as being more important to develop in their children than developing autonomous behaviors. In contrast, American‐born parents favored developing autonomy over conformity. Parents from all groups except Anglo‐Americans indicated that noncognitive characteristics (i.e., motivation, social skills, and practical school skills) were as important as or more important than cognitive characteristics (i.e., problem‐solving skills, verbal ability, creative ability) were to their conceptions of an intelligent first‐grade child. Parental beliefs about conformity were correlated with measures of kindergarten (5‐ and 6‐year‐olds) and first‐ (6‐ and 7‐year‐olds) and second‐grader (7‐ and 8‐year‐olds) children's school performance (i.e., teacher ratings of children's classroom performance; Comprehensive Test of Basic Skills reading, math, and language scores; and Sternberg Triarchic Abilities Test scores).