A recent study conducted by the University of Illinois Urbana-Champaign explores the dynamics of conversations between mothers and fifth-grade students regarding academic problems and how children respond to their parent’s advice. The research focused on the transition to middle school, a challenging time for many youths, and the impact of parental guidance on coping strategies and school engagement. The study involved 100 pairs of children and mothers from a racially diverse community who discussed academic challenges, with follow-up surveys conducted after the child started middle school the following year.
The study found that mothers typically encouraged their children to take an active approach to dealing with academic challenges, with advice focusing on cognitive reappraisal, strategizing, and help-seeking. Children’s responses to their mother’s advice varied, with many responding ambiguously, reflecting a developmental period where adolescents may be resistant to parental input on their problems. Surprisingly, children who rejected or responded ambiguously to cognitive reappraisal advice reported more adaptive coping in middle school than those who accepted it, indicating that the advice may have a delayed impact on their coping strategies.
The researchers also found that children who accepted their mother’s help-seeking advice reported less adaptive coping in middle school than those who rejected it, suggesting that straightforward advice may not be as effective in addressing complex academic challenges. The study highlights the importance of providing children with a wide range of suggestions to apply in different situations, even if they do not seem receptive in the moment. Some advice may have longer-term benefits for children as they navigate academic challenges in middle school and beyond.
The study focused on mother-child dyads due to the significant role mothers often play in their children’s lives and daily activities. Future studies may consider including the role of fathers and evaluating which parent children typically go to for advice. The research was supported by grants from the USDA National Institute of Food and Agriculture and the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Overall, the study provides insights into the impact of parental advice on children’s coping strategies during the transition to middle school and the importance of providing a variety of suggestions to support children through academic challenges.
