Parental Control During Homework Help Tasks of Children: Moderation by Learning Difficulties
Amyia Harris
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08/03/2020
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Virtual Poster Presentation 2020
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- [00:00:00.960]Hello, my name is Amyia Harris,
- [00:00:03.230]and today I will discuss my research over parental control
- [00:00:06.120]during homework help tasks with children,
- [00:00:08.290]moderated by learning difficulties.
- [00:00:10.340]My project is advised under Dr. Jenna Finch, and the
- [00:00:12.830]psychology department at University of Nebraska-Lincoln.
- [00:00:16.260]I would like to start off with my background
- [00:00:18.250]of parental control. The first point I would like to make
- [00:00:21.470]is what learning difficulties are,
- [00:00:24.420]and there are several definitions out there,
- [00:00:26.750]but the definition I'm using is a fundamental deficit
- [00:00:30.350]in working memory.
- [00:00:31.330]Examples of this can include spatial disorganized
- [00:00:33.860]handwriting, reading slowly, or making
- [00:00:36.380]careless errors in math.
- [00:00:40.000]Past research found that parents may be more likely
- [00:00:43.130]to take over in micromanagement,
- [00:00:45.466]helping children that have defiant learning difficulties
- [00:00:48.940]while doing homework.
- [00:00:50.670]So they tend to be a little bit more involved,
- [00:00:53.690]going off that parent involvement during homework
- [00:00:55.830]is possibly associated with children's academic development.
- [00:00:59.540]The ideal parenting, and I would like to use that lightly,
- [00:01:03.030]is parental autonomy support, and it's defined
- [00:01:05.910]as encourage children's self direction
- [00:01:07.660]by adopting children's perspective,
- [00:01:09.810]and allowing children to make decisions.
- [00:01:12.140]The opposite of that would be parental control,
- [00:01:14.340]and that is defined as their attempts to intrude
- [00:01:17.100]on children's thoughts, feelings, and behaviors.
- [00:01:20.550]Parental involvement differs by families'
- [00:01:23.130]socioeconomic status, also known as SES.
- [00:01:26.920]Families with better economic circumstances
- [00:01:29.550]has the advantage to easily shift
- [00:01:32.330]their focus off their finances,
- [00:01:34.430]and more onto their children, and in this case,
- [00:01:37.350]their academics.
- [00:01:38.720]Children from lower income families perform worse
- [00:01:42.050]in mathematics than counterparts
- [00:01:43.980]that come from higher income families,
- [00:01:45.490]past research has found.
- [00:01:47.090]Also previous research discovered
- [00:01:48.950]that poor children are 1.5 times more likely
- [00:01:51.580]to have a learning disability,
- [00:01:53.550]and two times more likely to repeat a grade
- [00:01:55.810]than nonpoor counterparts, which is unfortunate,
- [00:01:58.150]because typically these children
- [00:02:00.410]come from minority backgrounds,
- [00:02:01.940]according to the research that was used.
- [00:02:07.110]Going off the background, three research questions
- [00:02:11.820]were developed, and three hypotheses.
- [00:02:13.340]The first question was, are parents of children
- [00:02:17.540]with learning difficulty symptoms more controlling
- [00:02:19.820]during a homework help task?
- [00:02:22.100]The first hypothesis is children with learning difficulties
- [00:02:25.110]will be possibly associated with controlling parenting.
- [00:02:28.400]Next question is, are parents of children
- [00:02:30.700]with learning difficulty symptoms
- [00:02:32.110]less autonomy-supportive during a homework help task?
- [00:02:35.200]The hypothesis to go with that,
- [00:02:37.550]is children's learning difficulties
- [00:02:38.900]will be negatively associated with autonomy-supportive
- [00:02:42.070]parenting during a homework help task.
- [00:02:44.750]The last question used was, does the link
- [00:02:47.610]between children's learning difficulties symptoms
- [00:02:49.840]and parenting differ by family socioeconomic status?
- [00:02:54.120]And the final hypothesis is families' SES would moderate
- [00:02:59.150]association between learning difficulties and parenting.
- [00:03:01.930]The subhypothesis to go with that would be,
- [00:03:04.060]lower-SES families will be less likely
- [00:03:07.150]to demonstrate controlling parenting
- [00:03:08.930]than higher-SES families, when children
- [00:03:10.810]have learning difficulties.
- [00:03:13.780]The methods used in the study was,
- [00:03:17.150]the projected sample size was a 170 families
- [00:03:21.140]with second graders, from the Midwestern United States.
- [00:03:25.750]Due to COVID-19, only 19 families
- [00:03:29.000]were included in this current research.
- [00:03:32.660]Students that came from majority,
- [00:03:36.700]had a majority of free or reduced lunches,
- [00:03:39.120]were targeted heavily for socioeconomically diverse sample.
- [00:03:43.380]Also families that self-identify
- [00:03:45.200]as racial or ethnic minorities were oversampled.
- [00:03:48.690]Families were invited to schedule a laboratory visit
- [00:03:51.570]to complete a various challenging puzzle assessment,
- [00:03:55.700]interaction tasks, and then surveys.
- [00:03:57.800]The measures used in this study
- [00:04:00.410]was a Parent Child Interaction Coding System,
- [00:04:02.870]to observe parents' autonomy support
- [00:04:05.340]and controlling behaviors during the video recording
- [00:04:08.780]homework tasks, and that I will get into
- [00:04:11.820]a little bit more, later.
- [00:04:14.140]Also a Colorado Learning Difficulty Questionnaire
- [00:04:19.740]that was administrated through Qualtrics.
- [00:04:23.140]Lastly, the socioeconomic status was supported
- [00:04:26.390]by using Qualtrics surveys for parents income and education,
- [00:04:30.710]and together, those were averaged.
- [00:04:34.210]Parent-child interaction coding was done
- [00:04:38.500]in 30-second increments over a 10-minute timeframe
- [00:04:44.050]for homework help tasks.
- [00:04:45.490]If the behavior was presented,
- [00:04:48.060]it was coded as one for being present,
- [00:04:49.750]or zero for being absent.
- [00:04:52.060]The type of task that the parent and child did together
- [00:04:54.750]was a reading comprehension assignment
- [00:04:57.260]that had multiple choice, fill-in-the-blank questions,
- [00:04:59.980]as well as math assignments with problems
- [00:05:03.020]such as addition, subtraction and problem-solving questions.
- [00:05:08.120]The coding scheme for parental autonomy support
- [00:05:11.480]included, waits to be needed, treats child as expert,
- [00:05:14.410]provides general feedback, provides information
- [00:05:16.880]or asks questions, explain the task at child's level,
- [00:05:20.460]or check answer at request.
- [00:05:22.700]While parental control, including leading the child,
- [00:05:26.615]telling the answer, taking over,
- [00:05:29.080]or check answer when not requested.
- [00:05:33.640]On to results, due to COVID-19,
- [00:05:35.980]research came to a halt, as I previously mentioned,
- [00:05:39.160]thus the current study is based off 19 families
- [00:05:43.290]who came into the lab.
- [00:05:44.740]Even with the small sample size,
- [00:05:46.150]we did find a moderate positive association
- [00:05:48.650]between SES, and parent autonomy support,
- [00:05:53.420]and that correlation number is 0.67.
- [00:05:57.940]The median, the income of all 19 families is at $57,941,
- [00:06:05.510]but over 52% of families reported their household income
- [00:06:10.170]was under the National Poverty Level of $48,678.
- [00:06:18.290]There was a large range of difference
- [00:06:20.550]of parental autonomy support and control,
- [00:06:22.680]but parents showed to present a little bit more
- [00:06:26.550]autonomy supportive parenting.
- [00:06:29.689]The range for that was five to 45.
- [00:06:34.080]Parental control was from eight to 25.
- [00:06:37.200]The next steps of this research is to continue research
- [00:06:45.360]in the fall of 2020, to get the projected sample size
- [00:06:48.221]of 170 families, continue the parent control
- [00:06:51.860]interaction coding to calculate the reliability.
- [00:06:55.130]Limitations was the COVID-19 pandemic.
- [00:06:59.210]Also the low representation of racial and ethnic minorities,
- [00:07:05.790]and how there were disproportionately-represented
- [00:07:10.720]lower-income families.
- [00:07:12.240]66% of the participants included in this study
- [00:07:15.340]were reported to be white.
- [00:07:18.380]Implications of the study is to just gain knowledge
- [00:07:23.580]on how to create better resources for lower-income families
- [00:07:26.650]with children with learning difficulties.
- [00:07:30.840]To conclude, I would like to just thank Dr. Jenna Finch
- [00:07:34.050]for advice in my project, the McNair Scholars Program,
- [00:07:39.800]my lab's graduate assistant Kimia, and NaKeysha,
- [00:07:43.820]and MacKenzie, the two undergraduate RAs that helped
- [00:07:47.720]with the coding scheme throughout this project.
- [00:07:50.110]Thank you so much for listening.
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