Implications of Mothers' Ability Mindsets for Their Involvement in Children's Learning: An Experimental Investigation
Moorman, Elizabeth A.
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https://hdl.handle.net/2142/82193
Description
Title
Implications of Mothers' Ability Mindsets for Their Involvement in Children's Learning: An Experimental Investigation
Author(s)
Moorman, Elizabeth A.
Issue Date
2009
Doctoral Committee Chair(s)
Pomerantz, Eva M.
Department of Study
Psychology
Discipline
Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Elementary
Language
eng
Abstract
This research examined the role of mothers' incremental versus entity ability mindsets in the quality of their involvement in children's learning. Mothers (N = 81) of early elementary school children (mean age = 7.65 years) were given either an incremental or entity mindset. Mothers' unconstructive (i.e., performance-oriented teaching, control, and negative affect) and constructive (i.e., mastery-oriented teaching, autonomy support, and positive affect) involvement was then coded as they worked on a set of challenging tasks with children for 15 minutes. Mothers induced to have an incremental (versus entity) mindset engaged in less unconstructive, but not necessarily more constructive, involvement with children. Mothers with an incremental mindset were also less likely to respond to children's helplessness unconstructively than were mothers with an entity mindset. Mothers' unconstructive involvement predicted children's dampened mastery following experimentally induced failure.
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