Pointing out learning opportunities reduces overparenting
Bibliographic Data
| ID | 9646173 |
|---|---|
| Authors | Reut Shachnai (0000-0001-8046-0987, Yale University, corresponding author), Mika Asaba (0000-0002-8071-1675, Yale University), Lingyan Hu (0000-0001-5982-0183, University of Pennsylvania), Julia A Leonard (0000-0001-8099-2721, Yale University) |
| Year | 2025 |
| Volume | 96 |
| Issue | 2 |
| Pages | 679-690 |
| Publication date | 2025-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.14198 |
| PMID | 39572978 |
| OpenAlex | W4404621855 |
| Language | EN |
| References cited | 44 |
Overparenting—taking over and completing developmentally appropriate tasks for children—is pervasive and hurts children's motivation. Can overparenting in early childhood be reduced by simply framing tasks as learning opportunities? In Study 1 (N = 77; 62% female; 74% White; collected 4/2022), US parents of 4-to-5-year-olds reported taking over less on tasks they perceived as greater learning opportunities, which was most often the case on academic tasks. Studies 2 and 3 (N = 140; 67% female; 52% White; collected 7/2022–9/2023) showed that framing the everyday, non-academic task of getting dressed as a learning opportunity—whether big or small—reduced parents' taking over by nearly half (r = −.39). These findings suggest that highlighting learning opportunities helps parents give children more autonomy
Autonomy · Cognitive psychology · Developmental psychology · Framing (construction) · Early Childhood Education and Development · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Psychology · Social Psychology
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| Highly cited | No |
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