Maternal intrusive support in the academic context: transactional socialization processes.
Although transactional models of socialization have received support, there has been little investigation of the processes involved. The goal of this research was to move in this direction in the context of the socialization of achievement. Mothers and their elementary school children (N = 166) took part in an 18-month longitudinal study including a 2-week daily checklist. The results suggested that children's low achievement elicits intrusive support from mothers through 2 mechanisms. Mothers worried over their children's performance, and this was associated with heightened intrusive support. Children's low achievement manifested itself in uncertainty, which was linked to heightened intrusive support. The achievement of children whose mothers frequently used intrusive support improved over time but did not exceed that of children whose mothers infrequently used intrusive support. Day-to-day analyses suggested that although intrusive support promotes success, it also fosters failure for low-achieving children.
Department of Psychology, University of Illinois at Urbana-Champaign, USA. pomerntz@uiuc.edu
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Pomerantz
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Eaton
D000328:Adult; D001007:Anxiety; D002648:Child; D002657:Child Development; D004522:Educational Status; D005260:Female; D006801:Humans; D007858:Learning; D008137:Longitudinal Studies; D008297:Male; D008875:Middle Aged; D008960:Models, Psychological; D009034:Mother-Child Relations; D012919:Social Behavior; D012944:Social Support