Mothers' Daily Person and Process Praise: Implications for Children's Theory of Intelligence and Motivation: Brief Report

Autor/inn/en	Pomerantz, Eva M.; Kempner, Sara G.
Titel	Mothers' Daily Person and Process Praise: Implications for Children's Theory of Intelligence and Motivation: Brief Report
Quelle	In: Developmental Psychology, 49 (2013) 11, S.2040-2046 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0031840
Schlagwörter	Mothers; Parent Child Relationship; Parent Influence; Intelligence; Motivation; Children; Interviews; Surveys; Predictor Variables; Positive Reinforcement; Questionnaires; Academic Achievement; Success; Theories; Attitude Measures; Incidence; Gender Differences; Parent Background; Educational Attainment; Student Attitudes; Illinois + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Intelligenz; Klugheit; psychologische; Motivation (psychologisch); Child; Kind; Kinder; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Prädiktor; Fragebogen; Schulleistung; Erfolg; Theory; Theorie; Vorkommen; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Schülerverhalten
Abstract	This research examined if mothers' day-to-day praise of children's success in school plays a role in children's theory of intelligence and motivation. Participants were 120 children (mean age = 10.23 years) and their mothers who took part in a 2-wave study spanning 6 months. During the first wave, mothers completed a 10-day daily interview in which they reported on their use of person (e.g., "You are smart") and process (e.g., "You tried hard") praise. Children's entity theory of intelligence and preference for challenge in school were assessed with surveys at both waves. Mothers' person, but not process, praise was predictive of children's theory of intelligence and motivation: The more person praise mothers used, the more children subsequently held an entity theory of intelligence and avoided challenge over and above their earlier functioning on these dimensions. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01