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1.
Mothers (N?=?76) of 3- to 5-year-old children completed questionnaires assessing beliefs in the importance and modifiability (vs. innateness) of children's peer relationship skills, perceptions of their children's social competence with peers, and strategies they would use in response to children's peer interaction problems. A subsample of mothers (n?=?34) was observed supervising the play of their own children and a peer. Maternal perceptions of children's competence were negatively associated with the extent of mothers' involvement in children's play, whereas the quality of supervision was predicted by knowledge of socialization strategies and the interaction of beliefs and knowledge. Beliefs appeared to moderate the effects of maternal knowledge on mothers' behavior in that knowledge was associated with the quality of supervision only when mothers believed social skills were important and modifiable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

2.
The authors hypothesized that children's perceptions of their parents' job insecurity mediate the effects of parental job insecurity and layoffs on children's work beliefs and work attitudes. Male and female undergraduate students (N?=?134; M age?=?18.9 years), as well as their mothers (M age?=?47.0 years) and fathers (M age = 49.1 years), participated voluntarily. With structural equation modeling as implemented by LISREL VIII, support for the proposed model was obtained, whereas no support was obtained for a competing model. Moreover, identification with fathers moderated the influence of perceived paternal job insecurity on children's humanistic work beliefs, but no comparable effect emerged for mothers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

3.
Using the revised Control, Agency, and Means–ends Interview (T. D. Little, G. Oettingen, & P. B. Baltes, 1995), we compared American children's (Grades 2–6) action–control beliefs about school performance with those of German and Russian children (Los Angeles, n?=?657; East Berlin, n?=?313; West Berlin, n?=?517; Moscow, n?=?541). Although we found pronounced cross-setting similarities in the children's everyday causality beliefs about what factors produce school performance, we obtained consistent cross-setting differences in (1) the mean levels of the children's personal agency and control expectancy and (2) the correlational magnitudes between these beliefs and actual school performance. Notably, the American children were at the extremes of the cross-national distributions: (1) they had the highest mean levels of personal agency and control expectancy but (2) the lowest beliefs–performance correlations. Such outcomes indicate that the low beliefs–performance correlations that are frequently obtained in American research appear to be specific to American settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

4.
A new conceptualization of perceived control was used to test a process model describing the contribution of these perceptions to school achievement for students in elementary school (N?=?220). Three sets of beliefs were distinguished: (a) expectations about whether one can influence success and failure in school (control beliefs); (b) expectations about the strategies that are effective in producing academic outcomes; and (c) expectations about one's own capacities to execute these strategies. Correlational and path analyses were consistent with a process model which predicted that children's perceived control (self-report) influences academic performance (grades and achievement test scores) by promoting or undermining active engagement in learning activities (as reported by teachers) and that teachers positively influence children's perceived control by provision of contingency and involvement (as reported by students). These results have implications for theories of perceived control and also suggest one pathway by which teachers can enhance children's motivation in school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

5.
Forty European American (EA; 20 girls, 20 boys) and 40 second-generation Chinese American (CA; 20 girls, 20 boys) preschool and kindergarten children (mean age at Time 1?=?5.7 years) and their mothers, fathers, and teachers participated in 3 data collections (1993, 1995, and 1997) to investigate sociocultural and family factors that contribute to children's academic achievement. CA children outscored EA children in mathematics at all 3 times. Initially, EA children outscored CA children in receptive English vocabulary, but CA children caught up to EA children at Time 3. CA children were better readers than EA children at Time 3. According to parental self-reports, CA parents structured their children's time to a greater degree, used more formal teaching methods, and assigned their children more homework. Parents' work-oriented methods and child-specific beliefs at Time 1 influenced children's mathematics performance at Time 3. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

6.
The authors assessed change over 3 years in elementary school children's competence beliefs and subjective task value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's ratings of their competence in each domain to estimates of their competence in those domains provided by both parents and teachers increased over the early elementary grades. Children's competence beliefs and ratings of the usefulness and importance of each activity decreased over time. Children's interest in reading and instrumental music decreased, but their interest in sports and math did not. Gender differences in children's competence beliefs and subjective task values did not change over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

7.
The current study focuses on the association between children's social adjustment in the transition to school and the early elementary school years and their fathers' and mothers' parenting behaviors and beliefs and quality of marital relationship. The authors found that the most competent and least problematic children from the teachers' perspectives are those whose fathers are sensitive and supportive of their children's autonomy, whose mothers' parenting beliefs support self-directed child behavior, and whose parents maintain an emotionally intimate relationship. These findings have implications for efforts to prevent early school problems in children and support the children's transitions into formal schooling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

8.
Objective: To study reliability and validity of blame attribution following acute moderate to severe traumatic brain injury (TBI) caused by violence versus accident. Study Design: Prospective study with test-retest component, comparing groups with violent versus accidental injuries as determined by self-report and chart review. Participants: Fifty-seven persons in acute rehabilitation for moderate to severe TBI. Measure: Eight-item Blame Attribution Questionnaire. Results: Blame attribution was reliable, even for participants with severe TBI. Violence and accident groups apportioned different amounts of blame to other people; concern with cause of injury and degree of self-blame showed less striking differences. Conclusions: Blame of others, which may increase risk of adverse psychological outcome, is strongest in those with violence-related TBI. Self-blame is not as strongly related to external circumstances and could signal a constructive coping mechanism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

9.
Theories of health psychology developed to explain adults' rational decision making were applied to 10-year-old children (n?=?112), who had not reached the stage of formal operational thought; 15-year-olds (n?=?67); and 20-year-olds (n?=?93), extending the protection motivation theory developed by R. W. Rogers (1983). Among the adolescents and young adults, the threat appeals worked only if people believed they could cope effectively with the danger; if they believed they could not cope, higher levels of the threat resulted in decreased intentions to refrain from tobacco use. Although children elaborated and integrated the information about threat severity, personal vulnerability, and response efficacy, the fragility and malleability of the children's beliefs in self-efficacy demonstrated the importance of adding a developmental perspective to theories of preventive health psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

10.
Seven- to 9-year-old boys (N?=?177) and their mothers participated in this study in which the associations between boys' experiences with their mothers, their beliefs about familiar and unfamiliar peers, and their peer adjustment were examined across a 2-year period. Boys' negative behavior with mothers was associated with their having more negative beliefs about familiar and unfamiliar peers and with their being more aggressive and less well-liked. Beliefs about familiar peers predicted changes in boys' social acceptance, whereas negative beliefs about unfamiliar peers predicted changes in aggression. In addition, boys' beliefs about peers changed in response to their social experience. The implications of these findings for children's social development are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

11.
The authors hypothesized that children's perceptions of their parents' job insecurity mediate the effects of parental job insecurity and layoffs on children's work beliefs and work attitudes. Male and female undergraduate students (N = 134; M age = 18.9 years), as well as their mothers (M age = 47.0 years) and fathers (M age = 49.1 years), participated voluntarily. With structural equation modeling as implemented by LISREL VIII, support for the proposed model was obtained, whereas no support was obtained for a competing model. Moreover, identification with fathers moderated the influence of perceived paternal job insecurity on children's humanistic work beliefs, but no comparable effect emerged for mothers.  相似文献   

12.
Examined the impact of contextual factors on Indian and American adults' and children's (N?=?180) tendencies to hold agents morally accountable for justice breaches. Results revealed that Indians more frequently absolved agents of moral accountability for breaches performed under emotional duress or by young children than did Americans. Breaches were less frequently categorized in moral terms when moral reasoning and accountability judgments were assessed simultaneously than when only moral reasoning was assessed. Discussion considered (1) the impact of nonmoral beliefs on cultural and age differences in everyday moral judgment; (2) the use of personal-choice reasoning in weighting of extenuating circumstances; and (3) the methodological importance of focusing simultaneously on responsibility appraisals and social domain categorizations in understanding contextual influences on moral reasoning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

13.
Research on individual differences demonstrates that children's perceived control exerts a strong effect on their academic achievement and that, in turn, children's actual school performance influences their sense of control. At the same time, developmental research shows systematic age-graded changes in the processes that children use to regulate and interpret control experiences. Drawing on both these perspectives, the current study examines (1) age differences in the operation of beliefs-performance cycles and (2) the effects of these cycles on the development of children's perceived control and classroom engagement from the third to the seventh grade. Longitudinal data on about 1,600 children were collected six times (every fall and spring) over 3 consecutive school years, including children's reports of their perceived control and individual interactions with teachers; teachers' reports of each student's engagement in class; and, for a subset of students, grades and achievement tests. Analyses of individual differences and individual growth curves (estimated using hierarchical linear modeling procedures) were consistent, not only with a cyclic model of context, self, action, and outcomes, but also with predictors of individual development over 5 years from grade 3 to grade 7. Children who experienced teachers as warm and contingent were more likely to develop optimal profiles of control; these beliefs supported more active engagement in the classroom, resulting in better academic performance; success in turn predicted the maintenance of optimistic beliefs about the effectiveness of effort. In contrast, children who experienced teachers as unsupportive were more likely to develop beliefs that emphasized external causes; these profiles of control predicted escalating classroom disaffection and lower scholastic achievement; in turn, these poor performances led children to increasingly doubt their own capacities and to believe even more strongly in the power of luck and unknown causes. Systematic age differences in analyses suggested that the aspects of control around which these cycles are organized change with development. The beliefs that regulated engagement shifted from effort to ability and from beliefs about the causes of school performance (strategy beliefs) to beliefs about the self's capacities. The feedback loop from individual performance to subsequent perceived control also became more pronounced and more focused on ability. These relatively linear developmental changes may have contributed to an abrupt decline in children's classroom engagement as they negotiated the transition to middle school and experienced losses in teacher support. Implications are discussed for future study of individual differences and development, especially the role of changing school contexts, mechanisms of influence, and developmentally appropriate interventions to optimize children's perceived control and engagement.  相似文献   

14.
The effects of methylphenidate on the social behaviors of hyperactive children between the ages of 6 and 11 were examined during relatively unstructured activities in outdoor settings. The 12 younger (mean age?=?7–8 years) and 12 older (mean age ?=?9–21 years) children received placebo, a low (0.3 mg/kg), and a moderate (0.6 mg/kg) dose of methylphenidate. During recess, lunch, and exercise sessions, trained observers coded the children's actions as either appropriate social, negative social, or nonsocial behavior. Both age groups showed decrements in negative social behaviors when placebo was compared with the low dose of methylphenidate. Only the younger group showed incremental improvement between the low and moderate doses. There were no significant age or dosage effects on the rates of nonsocial behaviors, which remained low throughout the study. Several implications for the treatment of hyperactive children are discussed, including (a) the finding that disruptive behaviors can be reduced successfully without decreasing overall sociability, (b) the importance of interpersonal heterogeneity and the distinction between group and individual patterns of response, and (c) the need to study relationships and friendships as well as social actions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

15.
The study examined relations between maternal scaffolding of children's problem solving and children's adjustment in kindergarten in Hmong families living in the United States. Mothers and their children (63 dyads) were visited the summer before kindergarten. Mothers' years in the United States, age, education, reasoning skills, and parenting beliefs were assessed. Maternal scaffolding (cognitive support, directiveness of instruction, praise, and criticism) was coded while mothers helped their children with school-like tasks. Children's reasoning skills, conscientiousness, autonomous behavior, and task persistence in kindergarten were reported by teachers at the end of kindergarten (54 children). Maternal cognitive support of children's problem solving predicted children's reasoning skills in kindergarten even after controlling for maternal education and reasoning skills. Maternal directive instruction positively predicted children's conscientious behavior and negatively predicted children's autonomous behaviors after controlling for maternal education and parenting beliefs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

16.
This experiment investigated how mastery and coping peer models influenced children's self efficacy and skill. An ethnically mixed sample of 120 fourth-grade children (60 boys, 60 girls, mean age?=?9 years, 4 months) observed either one or three same-sex peers learn to solve fraction problems. Mastery models easily grasped fraction operations and verbalized positive achievement beliefs. Coping-emotive models initially experienced difficulties learning and verbalized negative emotive statements, after which they displayed coping behaviors and eventually performed as well as mastery models. Coping-alone models performed in identical fashion to coping-emotive models but never verbalized negative achievement beliefs. Coping-emotive models led to the highest self-efficacy for learning. Mastery and coping-alone subjects perceived the model as competent and themselves as equally competent, whereas coping-emotive subjects viewed themselves as more competent than the model. No differences were obtained due to number of models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

17.
Relations between kindergartners' (N?=?199; M age?=?5 years 6 months) behavioral orientations and features of their 1st-grade teacher-child relationships (i.e., conflict, closeness, dependency) were examined longitudinally. Early behavioral orientations predicted teacher-chiId relationship quality in that (a) unique associations emerged between children's early antisocial behavior and features of their 1st-grade teacher-child relationships (i.e., negative relation with closeness, positive relation with conflict and dependency) and between asocial behavior and teacher-child dependency, and (b) prosocial behavior was correlated with but not uniquely related to any feature of children's 1st-grade teacher-child relationships. In addition, specific features of the teacher-child relationship (e.g., conflict) predicted changes in children's behavioral adjustment (e.g., decreasing prosocial behavior). (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

18.
Several questions were examined with Infant Health and Development Program (IHDP) data (N?=?843). Are effects of intervention services found for maternal emotional distress and coping strategies, and are these effects different for different groups of mothers? Do maternal distress, coping, and life events moderate (or mediate) the intervention effects reported earlier for children's test scores and behavior problems (IHDP, 1990)? The intervention reduced maternal distress, especially for women with less than a high school education. Maternal distress did not moderate or mediate the influence of the intervention on child outcomes. Maternal coping was not influenced by the intervention and did not moderate the influence of the intervention on child outcomes. Life events moderated the influence of the intervention on children's test scores; the intervention was more effective for children whose mothers had fewer life events. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

19.
The purpose of this study was to test a model of peer experiences and academic achievement among elementary school children. This model postulates that the quality of children's social relations (e.g., social preference) in the peer group can foster or inhibit feelings of connectedness (e.g., loneliness), which in turn affects children's perceptions of academic competence. Finally, perceptions of academic competence are hypothesized to predict change in academic achievement. Participants were 397 school children (206 girls, 191 boys; mean age?=?108 months, range?=?88–157 months). Results from structural equation modeling provided support for the proposed model. Discussion centers on the mediational role of self-system processes between children's social relations and change in academic achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

20.
Transportation was proposed as a mechanism whereby narratives can affect beliefs. Defined as absorption into a story, transportation entails imagery, affect, and attentional focus. A transportation scale was developed and validated. Experiment 1 (N?=?97) demonstrated that extent of transportation augmented story-consistent beliefs and favorable evaluations of protagonists. Experiment 2 (N?=?69) showed that highly transported readers found fewer false notes in a story than less-transported readers. Experiments 3 (N?=?274) and 4 (N?=?258) again replicated the effects of transportation on beliefs and evaluations; in the latter study, transportation was directly manipulated by using processing instructions. Reduced transportation led to reduced story-consistent beliefs and evaluations. The studies also showed that transportation and corresponding beliefs were generally unaffected by labeling a story as fact or as fiction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

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