SIMILARLY AND ACCORDANCE BETWEEN PARENT AND SONS IN ATTITUDE TOWARD MATHEMATICS
1967; Wiley; Volume: 38; Issue: 3 Linguagem: Inglês
10.1111/j.1467-8624.1967.tb04598.x
ISSN1467-8624
Autores Tópico(s)Education, Achievement, and Giftedness
ResumoSimilarity and accordance are compared as the outcomes of 2 sex-role learning processes, modeling on the behavior of the same-sex parent, and internalization of parental expectations. Fathers and mothers of 35 uppermiddle-class boys were interviewed and their seventh-grade sons administered a questionnaire having to do with attitudes toward mathematics. Parental attitudes and expectations for sons were not related to one another. Mother-son similarity proved greater than father-son similarity; maternal warmth, use of psychological control techniques, and low paternal participation in child rearing were significantly associated with mother-son similarity scores. Father-son accordance (behavior conforming to parental expectations) proved to be greater than mother-son accordance; paternal warmth and high participation in child rearing had a significant positive association with father-son accordance. Fathers who had predominantly masculine expectations for their sons and who saw mathematics as a masculine pursuit had higher levels of aspiration for sons' mathematics performance. The findings are discussed in terms of their lack of fit with traditional identification theories of sex-role learning and in terms of their fit with a theory proposed by Johnson.
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