951). The article also stated there are academic functioning benefits when children’s competency is perceived positively by parents, and vice versa when the competence of the child is perceived in a negative manner (Pomerantz & Dong, 2006, p. 950). Based on the article, research showed that parent’s perceptions of their children’s academic competence are important factors in their child’s academic development (Pomerantz & Dong, 2006, p. 958). Research also indicated that when parents look at academic competence as somewhat fixed, their perceptions of children’s academic competence will probably predict the affective and academic functioning of children (Pomerantz & Dong, 2006, p.
951). The article also stated there are academic functioning benefits when children’s competency is perceived positively by parents, and vice versa when the competence of the child is perceived in a negative manner (Pomerantz & Dong, 2006, p. 950). Based on the article, research showed that parent’s perceptions of their children’s academic competence are important factors in their child’s academic development (Pomerantz & Dong, 2006, p. 958). Research also indicated that when parents look at academic competence as somewhat fixed, their perceptions of children’s academic competence will probably predict the affective and academic functioning of children (Pomerantz & Dong, 2006, p.