Lynn Okagaki
Biographic Data
| ID | 656552 |
|---|---|
| NAME | Lynn Okagaki |
| GIVEN NAMES | Lynn |
| FAMILY NAME | Okagaki |
| SIGNATURE | OKAGAKI L |
| AFFILIATIONS | Purdue University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 70 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 5 |
Continuity and Discontinuity in Intellectual Development Are Not a Matter of ‘Either-Or’
We hold that the question of whether intellectual development is continuous or discontinuous is not a meaningful one if these two patterns of development are held to be mutually exclusive. Rather, development involves both continuous and discontinuous elements simultaneously. We attempt to demonstrate the validity of our argument successively for psychometric, Piagetian, cognitive, and contextual points of view, and then make the same demonstrati…
Parenting: An Ecological Perspective
Ethnic Identity Beliefs of Young Adults and Their Parents in Families of Mexican Descent
Goodnow’s (1992) two-step model of intergeneration agreement was applied to parental socialization of ethnic identity. Young adults of Mexican descent (M = 20.3 years, SD =3.1) completed questionnaires on their ethnic beliefs, their perceptions of their parents’ beliefs, and their relationships with their parents. Parents of the young adults answered questions about their own ethnic beliefs and their childrearing goals and practices. The relation…
Correlates of young children's interactions with classmates with disabilities
Parenting and Children's School Achievement: A Multiethnic Perspective
The present study is an examination of the relations between parenting and the school performance of fourth- and fifth-grade children (mean age = 10 years, 2 months) in 75 Asian-American, 109 Latino, and 91 European-American families. Five aspects of parenting were studied: (a) expectations for children's educational attainment, (b) grade expectations, (c) basic childrearing beliefs (i.e., development of autonomy, development of conformity to ext…
Parenting and Children’s School Achievement: A Multiethnic Perspective
The present study is an examination of the relations between parenting and the school performance of fourth- and fifth-grade children (mean age = 10 years, 2 months) in 75 Asian-American, 109 Latino, and 91 European-American families. Five aspects of parenting were studied: (a) expectations for children’s educational attainment, (b) grade expectations, (c) basic childrearing beliefs (i.e., development of autonomy, development of conformity to ext…
Mexican American Children's Perceptions of Self and School Achievement
Several theorists (e.g., LaFromboise, Coleman, & Gerton, 1993; Ogbu, 1992) have suggested that ethnic minority children's beliefs about their ethnicity may affect their self-perceptions in other domains (e.g., academic and social competence). The purpose of the present study was to examine the relations between 4th-and 5th-grade Mexican American children's beliefs about their ethnicity and their perceptions of themselves, their attitudes toward s…
Encouraging School Achievement in Mexican American Children
Parents of 33 high-achieving and 49 low-achieving Mexican American fourth-and fifth-grade children completed questionnaires on beliefs and values related to education and childrearing. On questions about the value of education in general, the importance of a high school diploma for enabling their children to get good jobs, the amount of education they expect their children to attain, whether or not parents should help children with homework, and …
Parental Beliefs and Children's School Performance
Parenting and Children’s School Achievement: A Multiethnic Perspective
The present study is an examination of the relations between parenting and the school performance of fourth- and fifth-grade children (mean age = 10 years, 2 months) in 75 Asian-American, 109 Latino, and 91 European-American families. Five aspects of parenting were studied: (a) expectations for children’s educational attainment, (b) grade expectations, (c) basic childrearing beliefs (i.e., development of autonomy, development of conformity to ext…
Mexican American Children's Perceptions of Self and School Achievement
Several theorists (e.g., LaFromboise, Coleman, & Gerton, 1993; Ogbu, 1992) have suggested that ethnic minority children's beliefs about their ethnicity may affect their self-perceptions in other domains (e.g., academic and social competence). The purpose of the present study was to examine the relations between 4th-and 5th-grade Mexican American children's beliefs about their ethnicity and their perceptions of themselves, their attitudes toward s…
Ethnic Identity Beliefs of Young Adults and Their Parents in Families of Mexican Descent
Goodnow’s (1992) two-step model of intergeneration agreement was applied to parental socialization of ethnic identity. Young adults of Mexican descent (M = 20.3 years, SD =3.1) completed questionnaires on their ethnic beliefs, their perceptions of their parents’ beliefs, and their relationships with their parents. Parents of the young adults answered questions about their own ethnic beliefs and their childrearing goals and practices. The relation…
Encouraging School Achievement in Mexican American Children
Parents of 33 high-achieving and 49 low-achieving Mexican American fourth-and fifth-grade children completed questionnaires on beliefs and values related to education and childrearing. On questions about the value of education in general, the importance of a high school diploma for enabling their children to get good jobs, the amount of education they expect their children to attain, whether or not parents should help children with homework, and …
Correlates of young children's interactions with classmates with disabilities
Parenting and Children's School Achievement: A Multiethnic Perspective
The present study is an examination of the relations between parenting and the school performance of fourth- and fifth-grade children (mean age = 10 years, 2 months) in 75 Asian-American, 109 Latino, and 91 European-American families. Five aspects of parenting were studied: (a) expectations for children's educational attainment, (b) grade expectations, (c) basic childrearing beliefs (i.e., development of autonomy, development of conformity to ext…
Parental Beliefs and Children's School Performance
Encouraging School Achievement in Mexican American Children
Parents of 33 high-achieving and 49 low-achieving Mexican American fourth-and fifth-grade children completed questionnaires on beliefs and values related to education and childrearing. On questions about the value of education in general, the importance of a high school diploma for enabling their children to get good jobs, the amount of education they expect their children to attain, whether or not parents should help children with homework, and …
Mexican American Children's Perceptions of Self and School Achievement
Several theorists (e.g., LaFromboise, Coleman, & Gerton, 1993; Ogbu, 1992) have suggested that ethnic minority children's beliefs about their ethnicity may affect their self-perceptions in other domains (e.g., academic and social competence). The purpose of the present study was to examine the relations between 4th-and 5th-grade Mexican American children's beliefs about their ethnicity and their perceptions of themselves, their attitudes toward s…
Correlates of young children's interactions with classmates with disabilities
Parenting and Children's School Achievement: A Multiethnic Perspective
The present study is an examination of the relations between parenting and the school performance of fourth- and fifth-grade children (mean age = 10 years, 2 months) in 75 Asian-American, 109 Latino, and 91 European-American families. Five aspects of parenting were studied: (a) expectations for children's educational attainment, (b) grade expectations, (c) basic childrearing beliefs (i.e., development of autonomy, development of conformity to ext…
Parenting and Children’s School Achievement: A Multiethnic Perspective
The present study is an examination of the relations between parenting and the school performance of fourth- and fifth-grade children (mean age = 10 years, 2 months) in 75 Asian-American, 109 Latino, and 91 European-American families. Five aspects of parenting were studied: (a) expectations for children’s educational attainment, (b) grade expectations, (c) basic childrearing beliefs (i.e., development of autonomy, development of conformity to ext…
Ethnic Identity Beliefs of Young Adults and Their Parents in Families of Mexican Descent
Goodnow’s (1992) two-step model of intergeneration agreement was applied to parental socialization of ethnic identity. Young adults of Mexican descent (M = 20.3 years, SD =3.1) completed questionnaires on their ethnic beliefs, their perceptions of their parents’ beliefs, and their relationships with their parents. Parents of the young adults answered questions about their own ethnic beliefs and their childrearing goals and practices. The relation…
Parenting: An Ecological Perspective
Continuity and Discontinuity in Intellectual Development Are Not a Matter of ‘Either-Or’
We hold that the question of whether intellectual development is continuous or discontinuous is not a meaningful one if these two patterns of development are held to be mutually exclusive. Rather, development involves both continuous and discontinuous elements simultaneously. We attempt to demonstrate the validity of our argument successively for psychometric, Piagetian, cognitive, and contextual points of view, and then make the same demonstrati…
Psychology (9 works) · Developmental psychology (8 works) · Early Childhood Education and Development (6 works) · Parental Involvement in Education (5 works) · Academic achievement (4 works) · Social Psychology (4 works) · Ethnic group (3 works) · Perception (3 works) · Affect (linguistics (2 works) · Family and Disability Support Research (2 works)