Do Parents' Causal Attributions Predict the Accuracy and Bias in Their Children's Self-Concept of Maths Ability? A Longitudinal Study

Autor/inn/en	Rytkonen, Katja; Aunola, Kaisa; Nurmi, Jari-Erik
Titel	Do Parents' Causal Attributions Predict the Accuracy and Bias in Their Children's Self-Concept of Maths Ability? A Longitudinal Study
Quelle	In: Educational Psychology, 27 (2007) 6, S.771-788 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410701309316
Schlagwörter	Attribution Theory; Self Concept; Prediction; Children; Mathematics Skills; Academic Ability; Parent Influence; Grade 1; Grade 2; Elementary School Students; Elementary School Mathematics; Longitudinal Studies; Foreign Countries; Student Attitudes; Parent Attitudes; Finland + Suchen Sie Ihr Suchwort? Selbstkonzept; Vorhersage; Child; Kind; Kinder; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Schülerverhalten; Elternverhalten; Finnland
Abstract	The present study investigated the extent to which parents' causal attributions predict the accuracy of, and bias in, their children's self-concept of maths ability. Participants were 207 children and their 182 mothers and 167 fathers, who were assessed during the children's first and second primary school years. The results showed that the more parents thought that their children succeeded because of ability, the more accurate the children's self-concept of maths ability became. In contrast, the more the parents attributed their children's success to effort, the less accurate and more optimistic the children's self-concept of ability became. (Contains 3 tables and 1 figure.) [This study was funded by grants from the Finnish Academy.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10