THE EFFECTS OF PARENTS ASSISTANCE ON MIDDLE SCHOOL STUDENTS PROBLEM-SOLVING AND ACHIEVEMENT

In this study the authors tested whether children's aptitudes in scien ce were advanced in areas in which cognitive supports were generally p resent, particularly through interaction with more capable individuals . Mothers assisted their 7th-grade children in science activities. Dif ferences in parent-child interaction were hypothesized to account for children's performance across 3 science tasks that differed in difficu lty. A cooperative problem-solving style of interaction was identified through factor analysis. This interaction style was correlated signif icantly with the child's intellectual performance not only in the scie nce tasks but also in school achievement. Development of science and o ther aptitudes in the context of activity variables that help bridge h ome and school cultures are discussed.