Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets.
Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets.
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DOI：
10.1037/dev0000444
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发表时间：
2018-03
影响因子：
4
通讯作者：
Levine SC
中科院分区：
文献类型：
--
作者：
Gunderson EA;Sorhagen NS;Gripshover SJ;Dweck CS;Goldin-Meadow S;Levine SC
在之前的一项研究中，当孩子们1岁，2岁和3岁时，在家中的自然互动中观察到父母和孩子的表扬。接受相对较高比例的过程性表扬的儿童（例如，对努力和策略的赞扬）显示出更强的增量动机框架，包括相信智力可以发展和更大的挑战欲望，当他们在二年级或三年级时。目前的研究检查这些孩子（n = 53）的学业成绩1-2年后，在四年级。研究结果提供了第一个证据，即对幼儿的过程表扬可以通过他们的增量激励框架预测七年后小学儿童的学业成绩（数学和阅读理解）。对这些动机框架的进一步分析表明，过程表扬通过儿童的特质信念（例如，相信智力是固定的而不是可塑的），而不是通过他们的学习目标（例如，对简单任务的偏好与对具有挑战性任务的偏好）。社会化的动机的影响进行了讨论。
In a previous study, parent-child praise was observed in natural interactions at home when children were 1, 2, and 3 years of age. Children who received a relatively high proportion of process praise (e.g., praise for effort and strategies) showed stronger incremental motivational frameworks, including a belief that intelligence can be developed and a greater desire for challenge, when they were in 2nd or 3rd grade. The current study examines these same children’s (n = 53) academic achievement 1–2 years later, in 4th grade. Results provide the first evidence that process praise to toddlers predicts children’s academic achievement (in math and reading comprehension) seven years later, in elementary school, via their incremental motivational frameworks. Further analysis of these motivational frameworks shows that process praise had its effect on 4th grade achievement through children’s trait beliefs (e.g., believing that intelligence is fixed versus malleable), rather than through their learning goals (e.g., preference for easy versus challenging tasks). Implications for the socialization of motivation are discussed.
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影响因子：
4.6
作者：
Heyman, GD;Dweck, CS
通讯作者：
Dweck, CS
影响因子：
4
作者：
Huttenlocher, Janellen;Vasilyeva, Marina;Hedges, Larry V.
通讯作者：
Hedges, Larry V.
影响因子：
4.6
作者：
Blackwell, Lisa S.;Trzesniewski, Kali H.;Dweck, Carol Sorich
通讯作者：
Dweck, Carol Sorich
影响因子：
4.9
作者：
CHAPMAN, JW;TUNMER, WE
通讯作者：
TUNMER, WE
影响因子：
3.2
作者：
Cerin E;Mackinnon DP
通讯作者：
Mackinnon DP