The role of parenting in children's self-regulated learning

D. Pino-Pasternak, D. Whitebread

Research output: Contribution to journalArticle

52 Citations (Scopus)

Abstract

This paper reports the results of a systematic literature review on empirical studies exploring relationships between parental behaviours and children's self-regulated learning (SRL). The literature search resulted in 22 studies published between 1980 and 2009. Studies were analysed in terms of their research findings and their methodological approaches. The analysis of the studies’ findings led to the formulation of a theoretical model identifying three parenting dimensions (challenge, autonomy and contingency) and six parenting behaviours (metacognitive talk; active participation; understanding of control; shifts in responsibility; emotional responsiveness and contingent instructional scaffolds) that were differentially related to metacognitive and motivational aspects of SRL. The methodological analysis revealed that the great majority of the studies targeted Caucasian and highly educated families, were correlational, predictive or comparative in nature, focused on individual behaviours of parents and children, and used mostly quantitative data analysis techniques. Challenges and future directions in this area of research are discussed.
Original languageEnglish
Pages (from-to)220-242
Number of pages23
JournalEducational Research Review
Volume5
Issue number3
DOIs
Publication statusPublished - 2010

    Fingerprint

Cite this