Parental beliefs and practices : influences of parenting in Latino/a and Caucasian children's behavioral regulation Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/0v838329x

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  • The transition to kindergarten can be challenging for many children who do not have the necessary skills to meet the demands of classroom settings such as paying attention, remembering instructions, and demonstrating self-control. Children who lack the necessary behavioral regulation skills to meet the demands in the classroom environment are at risk of lower academic achievement (Blair and Razza, 2007; Galindo & Fuller, 2010; McClelland et al., 2006). Previous research has documented that disadvantaged children are at higher risk for having poor behavioral regulation and lower academic achievement (Galindo and Fuller, 2010; Wanless, McClelland, Tominey, & Acock, 2010). Moreover, parental beliefs and practices such as the discipline strategies, parent interaction, and parents beliefs about their children have been recognized as an important influence on children's behavioral regulation, but very little is known about the parental beliefs and practices of Latino/a parents and their influence on children's behavioral regulation. Therefore, it is important to explore the parenting styles and behaviors of Latino/a parents and their influence on children's behavioral regulation, as well as examine how factors such as acculturation influence the parental beliefs and practices of Latino/a parents. Using principal component analysis, regressions, and qualitative interviews, this study examined the reliability of the Parenting Questionnaire (Morrison & Cooney, 2002) for Latino/a and Caucasian parents. It also explored if parenting dimensions differently influence Latino/a and Caucasian children's behavioral regulation. In addition, the study explored how acculturation levels among Latino/a parents may influence parenting styles and behaviors. Using a modified Parenting Questionnaire, results indicated that for Latino/a parents, the quality of the family learning environment had a significant positive relation to children's behavioral regulation. For Caucasian parents, parental beliefs had a marginally significant and negative relation to behavioral regulation. The acculturation levels of Latino parents were not significantly correlated and did not significantly relate to the parenting dimensions. The qualitative interviews indicated that Latino/a parents face constant struggles to provide additional educational materials to enrich the home learning environment of their children. In addition, parent control and parent beliefs, which include respect and being well educated, emerged as key factors that guide parents' expectations of children's behaviors and discipline. Understanding the influence of parenting dimensions on Latino/a and Caucasian children's behavioral regulation provides important empirical evidence to further understand how parenting dimensions may differently relate to the behavioral regulation and academic achievement of Latino/a and Caucasian children.
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  • description.provenance : Submitted by Guadalupe Diaz (diazgu@onid.orst.edu) on 2013-05-16T23:05:07Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: bb87e2fb4674c76d0d2e9ed07fbb9c86 (MD5) DiazGuadalupe2013.pdf: 552887 bytes, checksum: dd34fe9fa4b4935cef55b7771444bf4d (MD5)
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