Ability Mindsets Influence the Quality of Mothers' Involvement in Children's Learning: An Experimental Investigation

Autor/inn/en	Moorman, Elizabeth A.; Pomerantz, Eva M.
Titel	Ability Mindsets Influence the Quality of Mothers' Involvement in Children's Learning: An Experimental Investigation
Quelle	In: Developmental Psychology, 46 (2010) 5, S.1354-1362 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0020376
Schlagwörter	Elementary School Students; Mothers; Fathers; Investigations; Experiments; Beliefs; Problem Solving; Parent Attitudes; Evaluation Methods + Suchen Sie Ihr Suchwort? Mother; Mutter; Untersuchung; Erprobung; Belief; Glaube; Problemlösen; Elternverhalten
Abstract	This research examined the role of mothers' mindsets about the malleability of children's ability in the quality of their involvement in children's learning. Mothers (N = 79) of early elementary school children (mean age = 7.65 years) were induced to hold either an entity mindset, in which children's ability is seen as unchangeable, or an incremental mindset, in which children's ability is seen as changeable. Mothers and children were then observed as they worked on a set of challenging problems for 15 min. Unconstructive involvement (i.e., performance-oriented teaching, control, and negative affect) was more frequent among mothers induced to hold an entity mindset than those induced to hold an incremental mindset. Mothers with an entity (vs. incremental) mindset also responded to children's helplessness more unconstructively. (Contains 1 footnote, 2 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10