Maternal scaffolding behavior: links with parenting style and maternal education

Journal article

Carr, A. and Pike, A. 2012. Maternal scaffolding behavior: links with parenting style and maternal education. Developmental Psychology. 48 (2), pp. 543-551. https://doi.org/10.1037/a0025888

Publication dates
Authors	Carr, A. and Pike, A.
Year	2012
Journal	Developmental Psychology
Journal citation	48 (2), pp. 543-551
Publisher	American Psychological Association
ISSN	0012-1649
Digital Object Identifier (DOI)	https://doi.org/10.1037/a0025888
Print	2012
Publication process dates
Deposited	22 Jan 2013
Output status	Published

Permalink -

https://repository.canterbury.ac.uk/item/86w39/maternal-scaffolding-behavior-links-with-parenting-style-and-maternal-education

144
total views
0
total downloads
1
views this month
0
downloads this month

Export as

Related outputs

Parent-child interactions during joint engagement with touchscreen technology: A comparison of younger versus older toddlers

Carr, A. and Dempster, T. 2021. Parent-child interactions during joint engagement with touchscreen technology: A comparison of younger versus older toddlers. Infant Behavior & Development. 64, p. 101587. https://doi.org/10.1016/j.infbeh.2021.101587

The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S)

Cogswell, S., Carr, A., Abbott, N. and Monks, C. P. 2020. The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S). Emotional and Behavioural Difficulties. 25 (3-4), pp. 230-243. https://doi.org/10.1080/13632752.2020.1816651

Designing IoT resources to support outdoor play for children

Dylan, Thomas, Wood, Gavin, Durrant, Abigail C., Vines, John, Torres, Pablo E., Ulrich, Philip I. N., Cukurova, Mutlu, Carr, Amanda, Çerçi, Sena and Lawson, Shaun 2020. Designing IoT resources to support outdoor play for children. in: ACM. pp. 1-12

Designing for digital playing out

Wood, G., Dylan, T., Durrant, A., Torres, P., Ulrich, P., Carr, A., Cukurova, M., Downey, D., McGrath, P., Balaam, M., Ferguson, A., Vines, J. and Lawson, S. 2019. Designing for digital playing out. in: Brewster, S. and Fitzpatrick, G. (ed.) CHI '19: Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems New York ACM. pp. 1-15

Minding the children: a longitudinal study of mental state talk, theory of mind and behavioural adjustment from age 3 to age 10.

Carr, A., Slade, L., Yuill, N., Sullivan, S. and Ruffman, T. 2018. Minding the children: a longitudinal study of mental state talk, theory of mind and behavioural adjustment from age 3 to age 10. Social Development. https://doi.org/10.1111/sode.12315

Scaffolding: integrating social and cognitive perspectives on children’s learning at home

Yuill, N. and Carr, A. 2018. Scaffolding: integrating social and cognitive perspectives on children’s learning at home. British Journal of Educational Psychology. 88 (2), pp. 171-173. https://doi.org/10.1111/bjep.12227

Parent support for very young children’s interaction with digital technology

Carr, A. 2017. Parent support for very young children’s interaction with digital technology.

Mathematics, mastery and metacognition: how adding a creative approach can support children in maths

Bonnett, V., Yuill, N. and Carr, A. 2017. Mathematics, mastery and metacognition: how adding a creative approach can support children in maths. Educational and Child Psychology. 34 (1), pp. 83-93.

Digital infants: the effect of touch screen technology on focused attention and executive function

Carr, A. 2016. Digital infants: the effect of touch screen technology on focused attention and executive function.

Towards systems that care: a conceptual framework based on motivation, metacognition and affect

du Boulay, B., Avramides, K., Luckin, R., Martínez-Mirón, E., Rebolledo Méndez, G. and Carr, A. 2010. Towards systems that care: a conceptual framework based on motivation, metacognition and affect. International Journal of Artificial Intelligence in Education. 20 (3), pp. 197-229. https://doi.org/10.3233/JAI-2010-0007

How mastery and performance goals influence learners’ metacognitive help-seeking behaviours when using Ecolab II.

Carr, A., Luckin, R., Yuill, N. and Avramides, K. 2012. How mastery and performance goals influence learners’ metacognitive help-seeking behaviours when using Ecolab II. in: Aleven, V. and Azvedo, R. (ed.) International Handbook of Metacognition and Learning Technologies New York Springer.