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Maternal synchrony associated with academic performance in school-age children
There is evidence that suggests that parental parenting styles are related to children's academic performance. However, this has not been examined through interactional synchronization analysis in mother-child dyads. Considering this gap, the goal of this study was to compare the processes of s...
There is evidence that suggests that parental parenting styles are related to children's academic performance. However, this has not been examined through interactional synchronization analysis in mother-child dyads. Considering this gap, the goal of this study was to compare the processes of synchronous and asynchronous behavioral exchange in two samples of children with high (20 dyads) and low academic performance (20 dyads), from the behavioral records second to second in two conditions: recreational and academic activity. Results indicate that dyads with children of high academic performance exhibit greater frequency of synchronous exchanges with their mothers during playful activity, while mothers of children with poor performance were more coercive and less interactive. These results suggest that synchronous processes can be an important mechanism that promotes the development of skills and maintenance in academic activities, which may increase academic performance.
