How Parents Still Help Emerging Adults Get Their Homework Done: The Role of Self-Regulation as a Mediator in the Relation Between Parent–Child Relationship Quality and School Engagement

Mid-Career Adult Learners in an Online Doctoral Program and the Drivers of Their Academic Self-Regulation

“…Chu (2010) studied the relationship of family support and internet self-efficacy among older adult learners (>50 years of age) and found that family support was critical, and emotional support was more important than tangible (informational) support. Shannon, Barry, DeGrace, and DiDonato (2016) found that parents and peers were key sources of social support for the academic success of 18-24-year-old college undergraduates. These sources are likely different at mid-career as parents are no longer the primary source of social support, partially replaced by family and significant other.…”

“…(p. 195) Schunk and Zimmerman (1997) note that self-regulation is learned socially, and parents are the primary adult models and teachers of self-regulation in general. Parents' influence extends into early adulthood and college (Shannon, Barry, DeGrace, & DiDonato, 2016) impacting students' academic self-regulation even up to age 30, according to Williams and Hellman (2004). This suggests that parents' contribution is through modeling (and other modes of teaching) of self-regulation related behaviors and attitudes prior to college as much as through the support they provide during the students' college attendance.…”

Prolonged Co-Generational Living: The Case of Israeli Arab Parents and Their Emerging Adult Children

“…The vast majority of the studies regarding emerging adulthood have concentrated on the experiences of the emerging adults themselves (Arnett, 2000(Arnett, , 2001Cherlin et al, 1997;Galland, 1997). However, in recent years a growing number of studies is focusing on the parents of emerging adults and the ways they cope with their children's transition to adulthood (Betz, Nehring, & Lobo, 2015;Mendonça & Fontaine, 2014;Shannon, Barry, DeGrace, & DiDonato, 2016).…”

مهارات تنظیم الذات وعلاقتها بالاندماج الأکادیمی لدى تلامیذ الحلقة الثانیة من التعلیم الأساسی فی ضوء بعض المتغیرات الدیموغرافیة

“…Self-Regulation Skills Bandura, 1977Bandura, ,1986) Symbolic Representation Pintrich (2000) . e.g., Blair, 2002Sameroff (2009) Blair, 2002Diamond, 2002;Sameroff, 2009Moilanen (2007) Bandura, 1986Zimmerman, 1990 Motlagh et al, 2011;Wigfield et al, 2006;Zimmerman et al,, 1992 Feldman et al, 1995Aslan & Bilgin, 2020Sawalhah & Al Zoubi, 2020Canbay, 2020Lawrence & Saileella, Kaya, 2020Zhen et al, Zhao et al, 2019Ziegler & Opdenakker, 2018;Zhang et al 2018;Grunschel et al 2018;Mostafa, 2018;Ferdian, 2020 Green & Miller, 1996;Greene et al, 2004;Endawoke, 2005;Zhu et al, 2009Shannon et al, 2015(Garner & Waajid, 2012 Gurcay & Ferah, 2018 2018 Wara et al Kara & Gönen, 2015;Li-Grining, 2007;Liu & Chang, 2018 Abdi & Gracia ( 2020 T.test Bandura (1991, 248) 1989, 329 Zimmerman Wolters, Pintrich, & Karabenick, 2005Blair, 2002Fantuzzo et al, 2007;Nesbitt et al, 2015;…”