Literaturnachweis - Detailanzeige
Autor/inn/en | Tõeväli, Paula-Karoliina; Kikas, Eve |
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Titel | Relations among Parental Causal Attributions and Children's Math Performance and Task Persistence |
Quelle | In: Educational Psychology, 37 (2017) 3, S.332-345 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-3410 |
DOI | 10.1080/01443410.2016.1225949 |
Schlagwörter | Attribution Theory; Questionnaires; Path Analysis; Mothers; Fathers; Mathematics Tests; Mathematics Achievement; Longitudinal Studies; Parent Child Relationship; Correlation; Grade 2; Elementary School Students; Grade 3; Family Environment; Educational Environment; Parent Attitudes; Teacher Attitudes; Persistence; Task Analysis; Statistical Analysis; Foreign Countries; Estonia Fragebogen; Pfadanalyse; Mother; Mutter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternverhalten; Lehrerverhalten; Ausdauer; Aufgabenanalyse; Statistische Analyse; Ausland; Estland |
Abstract | The present longitudinal study examined the cross-lagged relations between parental causal attributions of children's math success to children's ability, parental help, children's math performance and task persistence. A total of 735 children, their mothers, fathers and teachers were assessed twice--at the end of the second and the third grades. Children were tested in math and parents filled out questionnaires measuring causal attributions. Children's task persistence was reported both by parents and by class teachers. The results of path analyses indicated mutual negative effects between mothers' and fathers' help attributions and children's math performance, and a positive effect of mothers' ability attributions on children's math performance. Cross-lagged relations were also found for children's math performance and task persistence. However, relations between parental attributions and children's task persistence were evident only for fathers' ability attributions. The findings emphasise the importance of examining both mothers and fathers, home and school context. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |