Parental Intrusive Homework Support and Math Achievement: Does the Child's Mindset Matter?

Autor/inn/en	Park, Daeun; Gunderson, Elizabeth A.; Maloney, Erin A.; Tsukayama, Eli; Beilock, Sian L.; Duckworth, Angela L.; Levine, Susan C.
Titel	Parental Intrusive Homework Support and Math Achievement: Does the Child's Mindset Matter?
Quelle	In: Developmental Psychology, 59 (2023) 7, S.1249-1267 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001522
Schlagwörter	Homework; Parenting Styles; Parent Child Relationship; Learning Motivation; Intelligence; Middle School Students; High School Students; Prediction; Achievement Gains; Grade 1; Grade 2; Elementary School Students; Longitudinal Studies; Student Attitudes; Achievement Tests; Gender Differences; Race; Ethnicity; Grade Point Average; Mathematics Achievement; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Hausaufgabe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Motivation for studies; Lernmotivation; Intelligenz; Klugheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Vorhersage; Achievement gain; Leistungssteigerung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Prior research shows that when parents monitor, check, and assist in completing homework without an invitation, their children's motivation and academic achievement often decline. We propose that intrusive support from parents might also send the message that children are incompetent, especially if they believe their intelligence is fixed. We tested whether children's mindsets moderate the negative link between parents' intrusive homework support and achievement among first- and second-grade students followed for one academic year (Study 1, N = 563) and middle and high school students for two academic years (Study 2, N = 1,613). The samples were obtained from large urban areas in the United States. In both studies, intrusive homework support more strongly predicted a decrease in achievement over time for children with a fixed mindset. These findings suggest that the belief that intellectual ability cannot be changed may exacerbate the detrimental effects of uninvited help on academic work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01