“This is hard!” Children’s and parents’ talk about difficulty during dyadic interactions
“This is hard!” Children’s and parents’ talk about difficulty during dyadic interactions
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“这很难！”孩子和父母谈论二元互动中的困难
DOI：
10.1037/dev0001555
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发表时间：
2023
影响因子：
4
通讯作者：
Gunderson, Elizabeth A.
中科院分区：
文献类型：
--
作者：
Bennett-Pierre, Grace;Weinraub, Marsha;Newcombe, Nora S.;Gunderson, Elizabeth A.
孩子们对努力和能力对成功和失败的贡献的信念决定了他们是坚持还是放弃具有挑战性的任务，这会对他们的学业成功产生影响。但是，孩子们如何学习“挑战”的概念呢？先前的研究表明，父母对成功和失败的口头反应会塑造孩子的励志信念。在这项研究中，我们探索了另一种类型的谈话--父母和孩子谈论困难--这可能有助于儿童的动机信念。我们对美国(波士顿和费城)从3岁到4年级(研究1，51%的女孩，65.5%的白人，至少43.2%低于联邦贫困线)和一年级(研究2，54%的女孩，72%的白人，家庭收入与需求之比M[SD]=4.41[2.95])的两项亲子互动观察研究进行了二次分析，以确定谈论难度，描述这些陈述的内容，并评估任务背景、儿童和父母性别、儿童年龄、其他父母动机谈话与儿童和父母困难谈话的数量相关。我们发现，许多家庭确实讨论了困难，但不同家庭的情况有所不同。父母和孩子倾向于使用一般性的陈述来谈论困难(例如，“这太难了！”)，任务环境影响儿童和父母的困难谈话。在NICHD-SECCYD数据集中，母亲强调任务特征如何影响任务难度与她们对过程的赞扬呈正相关，这表明这一演讲可能具有激励作用。(《心理信息数据库记录(C)2023 APA》，版权所有)
Children’s beliefs about the contribution of effort and ability to success and failure shape their decisions to persist or give up on challenging tasks, with consequences for their academic success. But how do children learn about the concept of “challenge”? Prior work has shown that parents’ verbal responses to success and failure shape children’s motivational beliefs. In this study, we explore another type of talk—parent and child talk about difficulty—which could contribute to children’s motivational beliefs. We performed secondary analyses of two observational studies of parent–child interactions in the United States (Boston and Philadelphia) from age 3 to fourth grade (Study 1, 51% girls, 65.5% White, at least 43.2% below Federal poverty line) and at first grade (Study 2, 54% girls, 72% White, family income-to-needs ratio M [SD]= 4.41 [2.95]) to identify talk about difficulty, characterize the content of those statements, and assess whether task context, child and parent gender, child age, and other parent motivational talk were associated with the quantity of child and parent difficulty talk. We found that many families did discuss difficulty, with variation among families. Parents and children tended to use general statements to talk about difficulty (eg,“That was hard!”), and task context affected child and parent difficulty talk. In the NICHD-SECCYD dataset, mothers’ highlighting how task features contributed to task difficulty was positively correlated with their process praise, suggesting that this talk could be motivationally relevant.(PsycInfo Database Record (c) 2023 APA, all rights reserved)