Please use this identifier to cite or link to this item:
Verbal and non-verbal parental teaching strategies : ethnotheories and efficacies
|Morris_Ashley_r.pdf||Version for non-UH users. Copying/Printing is not permitted||599.72 kB||Adobe PDF||View/Open|
|Morris_Ashley_uh.pdf||Version for UH users||603.53 kB||Adobe PDF||View/Open|
|Title:||Verbal and non-verbal parental teaching strategies : ethnotheories and efficacies|
|Authors:||Morris, Ashley Marie|
parental teaching strategies
|Issue Date:||May 2014|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [May 2014]|
|Abstract:||This project investigates the interplay between parent beliefs about children's learning, verbal and non-verbal teaching strategies, and children's learning outcomes. Study 1 found differences in parent beliefs about how children learn across cultural contexts, learning domains, and SES. Study 2 was an experimental manipulation, which asked parents to teach 4-year-olds a sorting rule using either verbal or non-verbal methods (each parent did both conditions). Parent beliefs about development and children's learning outcomes were also measured. Parents who more strongly endorsed the idea that children learn from those around them used more direct teaching strategies; this relationship was strengthened when parental beliefs in the efficacy of verbal teaching strategies (over non-verbal strategies) were also examined. Interestingly, parents who believed children learned best by constructing their own knowledge had children who performed better on the outcome measure; however, this relationship was mediated by parents' use of controlling teaching strategies. Results underscore the importance of examining the nuances of cultural context, parent beliefs, learning domains, teaching strategies, and children's outcomes when deciding how to best teach children.|
|Description:||M.A. University of Hawaii at Manoa 2014.|
Includes bibliographical references.
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||M.A. - Psychology|
Please contact email@example.com if you need this content in an alternative format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.