Children's reactions to inequality: Associations with empathy and parental teaching

2020 ◽  
Vol 70 ◽  
pp. 101189
Author(s):  
Nicole S. Gevaux ◽  
Elizabeth S. Nilsen ◽  
D. Ramona Bobocel ◽  
Siann F. Gault
Keyword(s):  
Parental Teaching

Linking Family Financial Socialization With Its Proximal and Distal Outcomes: Which Socialization Dimensions Matter Most for Emerging Adults’ Financial Identity, Financial Behaviors, and Financial Anxiety?

2019 ◽  
Vol 8 (6) ◽  
pp. 464-475 ◽  
Author(s):  
Rimantas Vosylis ◽  
Rasa Erentaitė
Keyword(s):  
Emerging Adults ◽  
Financial Distress ◽  
Cross Sectional Study ◽  
Self Control ◽  
Financial Socialization ◽  
Cross Sectional ◽  
Financial Behaviors ◽  
Financial Anxiety ◽  
Parental Teaching ◽  
Financial Identity

Financial behaviors are grounded in family financial socialization, and its effects continue well into people’s life course. However, only a handful of studies have addressed dimensionality of family financial socialization practices. Even fewer studies have investigated how different dimensions of financial socialization are linked to financial identity and distal outcomes such as financial behaviors and anxiety. To address this gap, a cross-sectional study was conducted with 481 emerging adults (57.8% women; M age = 20.27, SD age = 1.39). The results suggest that family financial socialization practices are multidimensional and that they have different effects on the outcomes. Specifically, direct parental teaching on money management and openness about family finances are related to favorable outcomes (i.e., higher spending self-control, less impulsive buying, and lower financial anxiety), while experiencing financial distress within a family is related to less favorable outcomes. The results also suggest that financial identity may play an essential role in this process.

Exploration of Parental Teaching Style: Technical Note

1982 ◽  
Vol 55 (3_suppl) ◽  
pp. 1174-1174 ◽  
Author(s):  
William A. Bricker ◽  
Caven S. McLoughlin
Keyword(s):  
Teaching Style ◽  
Technical Note ◽  
Parental Teaching

“Teaching is so WEIRD”

2015 ◽  
Vol 38 ◽  
Author(s):  
David F. Lancy
Keyword(s):  
Parenting Practices ◽  
Democratic Society ◽  
Great Variability ◽  
Active Teaching ◽  
Parental Teaching

AbstractDirect active teaching by parents is largely absent in children's lives until the rise of WEIRD (Western, educated, industrialized rich, democratic) society. However, as mothers become schooled and missionized – like Kline's Fijian subjects – they adopt “modern” parenting practices, including teaching. There is great variability, even within WEIRD society, of parental teaching, suggesting that teaching itself must be culturally transmitted.

Process versus Product Task Interpretation and Parental Teaching Practice

1990 ◽  
Vol 13 (4) ◽  
pp. 489-505 ◽  
Author(s):  
Peter D. Renshaw ◽  
Ruth Gardner
Keyword(s):  
Error Correction ◽  
Achievement Motivation ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
Analytical Framework ◽  
Learning Goals ◽  
Teaching Context ◽  
Parental Teaching ◽  
Task Interpretation ◽  
Correction Strategies

Research on parental teaching strategies indicates that task interpretation mediates the amount and type of assistance provided by parents for their children. Leont'ev's (1981) three-tiered analytical framework has been employed to examine the relationship between task interpretation and teaching strategies, but task interpretation has been inferred rather than probed directly. Twenty-three preschoolers and their parents (10 mothers and 13 fathers) participated in the present study, the purpose of which was to assess directly parents' task interpretation of a teaching context, and to establish the pattern of relationships between task interpretation and teaching strategies. Task interpretation was coded using the process (learning goals) vs. product (performance goals) distinction suggested in the achievement motivation literature, and teaching strategies were coded in response to children's errors as either direct or indirect. The hypothesis, that process-oriented parents employ indirect error correction strategies and product-oriented parents employ direct error correction strategies, was confirmed. These findings suggest that parents may approach teaching tasks with quite different interpretations, and these interpretations are revealed by, and are consistent with, the teaching strategies they employ.

The effects of parental teaching on compliance behavior of children

2004 ◽  
Vol 41 (3) ◽  
pp. 337-350 ◽  
Author(s):  
Michelle Marchant ◽  
K. Richard Young ◽  
Richard P. West
Keyword(s):  
Compliance Behavior ◽  
Parental Teaching
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