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This study has explored the parents' regulation strategies that were more likely to support children's self-regulation in learning situations with computers. These strategies have been analysed by means of new grids involving seven categories ofbehaviour: cognitive strategies relat ing to identification of objective, exploration of means, attention and eval uation; motivational strategies; and socio-communicative strategies such as joint attention and request. 62 7-year-old children from Quebec fami lies were examined with their mothers and fathers. The children were asked to complete two learning tasks that involved using LOGO soft ware to draw a picture. Results indicated that parents' regulation varied depending on their gender; a higher directivity was observed in moth ers, more specifically through some specific strategies. Analysis ofvari ance on repeated measures showed that, during the session, there was a dec~base in the specification of the objective, the initiation of joint atten ti0l1 tmd of behaviour regulation in parents; and an improvement of the iden fication of the objective, planning and self-evaluation in children. Correlations between parental regulation and children's self-regulation strategies indicated positive links concerning strategies relating to joint attention and to motivation; and negative links concerning strategies relat ing to the exploration of means and evaluation. A good adjustment of the parents' regulation and the children's self-regulation correlated positivel with success in the task. Methodological implications are proposed for research and psycho-educative intervention.
