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Examining the relation between parental praise, affirmation, and corrective feedback and preschool-aged children's math and language skills

Carver, Chelsea (2022) Examining the relation between parental praise, affirmation, and corrective feedback and preschool-aged children's math and language skills. Undergraduate Thesis, University of Pittsburgh. (Unpublished)

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Prior research has shown associations between parent and teacher feedback and school-aged children’s academic outcomes. Specifically, studies have demonstrated that positive feedback (i.e., praise and/or affirmation) is positively related to children’s academic outcomes, while negative feedback can be positively or negatively related to children’s academic outcomes. Little is known about the relation between domain-general versus domain-specific parental feedback and younger children’s academic skills. The present study examines the frequency of positive and negative types of general and math-specific feedback that parents provide their 4-year-old children, and how the frequency of those feedback types relates to children’s concurrent math and language skills, as well as their change in math skills over a one-year period. Parent-child dyads (n=91) were observed interacting with a picture book, grocery store set, and magnet board puzzle for 5 to 10 minutes each, after which dyads completed math and language assessments. General affirmation was positively associated and general corrective feedback was negatively associated with children’s concurrent math outcomes, while only general corrective feedback was uniquely negatively associated with the same measure. General praise was individually and uniquely positively associated with children’s expressive vocabulary and change in math outcomes. However, math-specific feedback was not significantly related to children’s math or language outcomes, except for the relation between math-specific corrective feedback and children’s concurrent math abilities. This study suggests that the relations between parental feedback and young children’s academic outcomes depend on the type and domain-specificity of the feedback, which can inform how parents provide learning opportunities for their children in the home environment.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Carver, Chelseacec121@pitt.educec121
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairLibertus,
Committee MemberGunderson,
Committee MemberVotruba-Drzal,
Committee MemberElliott,
Date: 18 January 2022
Date Type: Publication
Defense Date: 2 December 2021
Approval Date: 18 January 2022
Submission Date: 15 January 2022
Access Restriction: 2 year -- Restrict access to University of Pittsburgh for a period of 2 years.
Number of Pages: 89
Institution: University of Pittsburgh
Schools and Programs: David C. Frederick Honors College
Dietrich School of Arts and Sciences > Psychology
Degree: BPhil - Bachelor of Philosophy
Thesis Type: Undergraduate Thesis
Refereed: Yes
Uncontrolled Keywords: parent-child interactions, parent feedback, praise, affirmation, corrective feedback, domain-specific feedback, preschool-aged children, early math abilities
Date Deposited: 18 Jan 2022 17:57
Last Modified: 18 Jan 2024 06:15


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