Maternal intrusive support in the academic context: transactional socialization processes
1Department of Psychology, University of Illinois at Urbana-Champaign, USA. pomerntz@uiuc.edu
Developmental Psychology
|March 28, 2001
Summary
Mothers
Area of Science:
- Child Development
- Developmental Psychology
- Socialization Processes
Background:
- Transactional models of socialization are supported but lack process investigation.
- Achievement socialization processes require further exploration.
Purpose of the Study:
- Investigate the processes involved in the socialization of achievement.
- Examine maternal support dynamics in relation to children's academic performance.
Main Methods:
- Longitudinal study (18 months) with 166 mother-child dyads.
- Daily checklist over 2 weeks to capture real-time interactions.
- Analysis of achievement socialization and maternal support behaviors.
Main Results:
- Children's low achievement triggered maternal "intrusive support" via maternal worry and child uncertainty.
- Frequent intrusive support initially improved achievement but did not lead to superior outcomes.
- Daily analyses indicated intrusive support could foster both success and failure in low-achieving children.
Conclusions:
- Maternal intrusive support is a complex mechanism in achievement socialization.
- While potentially beneficial short-term, intrusive support may hinder long-term achievement for struggling students.
- Understanding these dynamics is crucial for effective parenting and educational interventions.
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