The affective implications of parental scaffolding during a homework task were examined in a cohort of 89 first grade children. Scaffolding, or providing more assistance when a child is failing and less assistance when a child is succeeding, was assessed through behavioral observation and microanalytic assessment of a videotaped parent-child interaction in which the parent was instructed to assist their child with addition problems. Positive, negative, and neutral affect was observed and microanalyzed for each second of the dyadic interaction. Extending the self-report data collected in previous studies, scaffolding predicted the amount of positive emotion expressed by parents and the amount of negative emotion expressed by children during the homework interaction. Scaffolding was related to the positive affect expressed by parents, even after controlling for an estimate of children's general cognitive ability. Scaffolding ability was significantly related to a number of parent demographic variables, including income, ethnicity, primary language, marital status, and education. These findings support the notion that scaffolding can be an effective teaching tool used to create more pleasant and positive homework interactions for both parents and children.Approximately 300 first grade children (6 to 7 years old) from public schools in the Pacific Northwest were recruited to participate in a set of school ... the laboratory session or because they did not complete their questionnaire packet.
|Title||:||A Delicate Balance of Challenge and Support: Parental Scaffolding of Children's Learning and Its Influence on Emotion During Homework|
|Author||:||Siobhan M. Fernandes-Richards|
|Publisher||:||ProQuest - 2006|