Gender differences in effects of father/mother parenting on mathematics achievement growth: a bioecological model of hum
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Gender differences in effects of father/mother parenting on mathematics achievement growth: a bioecological model of human development Mei-Shiu Chiu 1 Received: 1 April 2020 / Revised: 22 July 2020 / Accepted: 14 September 2020 # Instituto Universitário de Ciências Psicológicas, Sociais e da Vida 2020
Abstract
This study aims to investigate gender differences in effective parenting strategies for adolescent mathematics achievement growth, taking into account socioeconomic status (SES), based on a bioecological model. Latent growth curve modeling examines longitudinal data (n = 4163) from the Taiwan Education Panel Survey. The analysis reveals that girls’ performance fits to a quadratic development model; boys’ performance better fits to a linear model. At early adolescence, mothers’ monitoring is the only common effective parenting strategy for both genders. At later adolescence, fathers need to monitor boys but to play a peripheral role (e.g., school participation and rescued discussion)for girls; mothers play direct roles (e.g., listening and persuasion) for boys, but a rational or light-minded role (e.g., discussion and letting-conflict-go) for girls. SES matters mostly in early adolescence. The findings generally support the bioecological model in terms of differential model fit and effective parenting strategies between genders. Keywords Bioecological model . Human development . Gender . Mathematics achievement . Parenting . SES
Theoretical basis Adolescent mathematics achievement (MAch) or cognitive ability growth may be determined by diverse psychobiosocial factors (Halpern et al. 2005). According to the bioecological theory (Bronfenbrenner and Morris 2006), human development is determined by person, process, context, and time factors. Of these, process factors are the most influential for human development in both cognitive and affective aspects. Family context and the parent-child-
* Mei-Shiu Chiu [email protected]; [email protected]
1
Department of Education, National Chengchi University, 64, Zhinan Rd. Sec. 2, Taipei 11605 Taiwan, Republic of China
M.-S. Chiu
interaction process (e.g., parenting strategies) can be viewed as the major or most important micro-system, which plays an essential role in human cognitive development, as indicated by the ecological systems theory (Bronfenbrenner 1979, 1989). A representation of the bioecological theory of human development is shown in Fig. 1. A related study on mathematics interest growth over grades 5–9 also examines the roles of gender, family, and school though not clearly using the bioecological approach as a theoretical basis (Frenzel et al. 2010). Parenting strategies may be the basis of, have a long-lasting impact on, and adjust themselves to adolescent development. Parenting strategies for facilitating adolescent MAch growth need to consider the interaction between two parents’ strategy use for cognitive and emotional aspects of learning, along with the rapid changes and severe challenges of adolescent achievement development from middle to h
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