Children's beliefs about the causes of success and failure in school settings.

A total of 144 1st-, 3rd-, and 5th graders were interviewed to determine what they saw as probable causes for success or failure in 4 situations: performing in a school testing situation, doing well or poorly in an art project for the classroom, playing football, and catching frogs. Open-ended data were coded into 19 categories using a modified version of T. Elig and the 1st author's (1975) Coding Scheme of Perceived Causality. Causal explanations differed across the 4 situations. Testing situations were seen as the most internalized and the most under the control of the child. Some grade level, ability level, and sex differences in the types of categories used were also found. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's beliefs about drinking

This paper reports the results of a study in which age (grade level), racial/ethnic, and gender differences in beliefs and perceived norms about drinking were examined in a multi-ethnic urban sample of 4th through 7th grade children. Results showed that older children held beliefs and perceived norms that were more favorable toward drinking than younger children. The major difference between older and younger children lay in their differential estimates of the likelihood of certain consequences occurring and not in their evaluation of these consequences of drinking. Further, older children not only displayed less motivation to comply with their parents and greater motivation to comply with their peers, but they also perceived their parents, as well as their peers, as less disapproving of drinking than did younger children. There were few gender or race/ethnicity differences at these ages in children's beliefs and perceived norms about drinking.     

Children's action-control beliefs about school performance: How do American children compare with German and Russian children?

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)     

Children's normative beliefs about aggression and aggressive behavior.

Normative beliefs have been defined as self-regulating beliefs about the appropriateness of social behaviors. In 2 studies the authors revised their scale for assessing normative beliefs about aggression, found that it is reliable and valid for use with elementary school children, and investigated the longitudinal relation between normative beliefs about aggression and aggressive behavior in a large sample of elementary school children living in poor urban neighborhoods. Using data obtained in 2 waves of observations 1 year apart, the authors found that children tended to approve more of aggression as they grew older and that this increase appeared to be correlated with increases in aggressive behavior. More important, although individual differences in aggressive behavior predicted subsequent differences in normative beliefs in younger children, individual differences in aggressive behavior were predicted by preceding differences in normative beliefs in older children. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Children's differentiation between beliefs about matters of fact and matters of opinion.

Two experiments investigated children's implicit and explicit differentiation between beliefs about matters of fact and matters of opinion. In Experiment 1, 8- to 9-year-olds' (n = 88) explicit understanding of the subjectivity of opinions was found to be limited, but their conformity to others' judgments on a matter of opinion was considerably lower than their conformity to others' views regarding an ambiguous fact. In Experiment 2, children aged 6, 8, or 10 years (n = 81) were asked to make judgments either about ambiguous matters of fact or about matters of opinion and then heard an opposing judgment from an expert. All age groups conformed to the opposing judgments on factual matters more than they did to the experts' views on matters of opinion. However, only the oldest children explicitly recognized that opinions are subjective and cannot be "wrong." Implications of these results for models of children's reasoning about epistemic states are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's beliefs about familiar and unfamiliar peers in relation to their sociometric status.

Examined children's general beliefs about familiar and unfamiliar peers in relationship to their sociometric status and their experience with parents. In the initial phase involving 886 4th and 5th graders, submissive rejected children but not aggressive rejected children reported less positive beliefs about peers than average status children. In the 2nd portion, which included 77 boys and girls from the larger sample, no relationship between children's sociometric status and their beliefs about unfamiliar peers was found. Beliefs about unfamiliar peers were related, however, to children's perception of the amount of acceptance and support they received from parents. Implications of these findings for children's social competence are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Regularities in the development of children''s causality beliefs about school performance across six sociocultural contexts

The yellow (y) gene maps near the telomere of the X chromosome in Drosophila melanogaster but not in D. subobscura. Thus the strong reduction in the recombination rate associated with telomeric regions is not expected in D. subobscura. To study the divergence of a gene whose recombination rate differs between two species, the y gene of D. subobscura was sequenced. Sequence comparison between D. melanogaster and D. subobscura revealed several elements conserved in noncoding regions that may correspond to putative cis-acting regulatory sequences. Divergence in the y gene coding region between D. subobscura and D. melanogaster was compared with that found in other genes sequenced in both species. Both, yellow and scute exhibit an unusually high number of synonymous substitutions per site (ps). Also for these genes, the extent of codon bias differs between both species, being much higher in D. subobscura than in D. melanogaster. This pattern of divergence is consistent with the hitchhiking and background selection models that predict an increase in the fixation rate of slightly deleterious mutations and a decrease in the rate of fixation of slightly advantageous mutations in regions with low recombination rates such as in the y-sc gene region of D. melanogaster.     

Mothers' beliefs about the role of ability and effort in school learning.

Over 500 mothers of children in kindergarten through fifth grade were surveyed. Mothers' preferences for mastery versus performance-based achievement goals were differentiated in terms of the priority mothers gave to the demonstration of effort versus high performance as desired student outcomes. The findings showed that mothers' views about the nature of learning in schools can be differentiated according to their achievement goal emphasis. Mastery and performance goals involved different beliefs about how learning occurs, how it is fostered, how it is evidenced, and how it should be evaluated. The findings suggest that children of mothers with different achievement goals may be encouraged to pursue different types of achievement activities, may be evaluated on different aspects of their behavior, and may experience different types of expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's sleep and school psychology practice.

Much contemporary research has demonstrated the multiple ways that sleep is important for child and adolescent development. This article reviews that research with an emphasis on how sleep parameters are related to school adjustment and achievement. Five areas of sleep research are reviewed to discern implications for practice with children using an evaluation rubric of strong, moderate, and weak evidence. The research has implications for assessment of sleep and sleepiness in the schools, for primary and secondary prevention activities, and for interventions by school psychologists targeting children and adolescents with sleep problems that affect their school functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Agency, control, and means€nds beliefs about school performance in Moscow children: How similar are they to beliefs of Western children?

This study examined the development of school performance-related beliefs and their link with actual academic performance in Moscow children (Grades 2–6, N?=?551) using the Control, Agency and Means–Ends Interview (CAMI). Results revealed much intercultural convergence with Western samples, coupled with context-specific variations. Similarities involved (a) the CAMI factor structure, (b) the correlational nexus between beliefs and performance, (c) the developmental trends, and (d) the configuration of means–ends beliefs. Differences involved beliefs about teachers and ability, and gender differences, favoring girls, in the agency and control beliefs. In general, Moscow children displayed a Westernlike view of the causes of school performance and of themselves as being agentic and capable of personal control over their performance outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's attention to beliefs in interactive persuasion tasks.

Whether and when children can apply their developing understanding of belief to persuasion was examined using interactive puppet tasks. Children selected 1 of 2 arguments to persuade a puppet to do something (e.g., pet a dog) after hearing the puppet's belief (e.g., "I think puppies bite"). Across 2 studies, 132 children (ages 3-7 years) engaged in these persuasion tasks and in false-belief reasoning tasks, presented in puppet and story formats. Belief-relevant argument selection increased with age, as did appropriate reasoning about false beliefs, and occurred more in puppet than story tasks. Results suggest that improvements in belief reasoning in early childhood may be reflected in social interactions such as persuasion. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' and students' beliefs about punishment.

360 1st, 3rd and 5th graders and their 16 teachers from 3 school systems were interviewed in the fall and spring of the same school year to assess the developing relationship between teachers' and students' beliefs about punishment. Older children were less punitive than younger children. Teachers remained relatively punitive compared with 5th graders. Teachers with more punitive beliefs had students whose beliefs were more punitive when compared with students whose teachers had less punitive beliefs. Children and teachers thought that teachers should give more punitive responses than peers for the same misbehavior. The school systems that allowed corporal punishment had students with more punitive beliefs than the school system without corporal punishment. Results indicate that the school environment is perceived to be authoritarian and punitive by students and teachers. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's action-control beliefs and emotional regulation in the social domain.

In a short-term longitudinal study of 314 U.S. military-dependent children (Grades 2-6) in Berlin, Germany, we examined whether children's coping strategies mediate the relations between their action-control beliefs and anxiety. The results provided only limited support for a mediational hypothesis. At both times of measurement, self-related agency beliefs related to (a) increased prosocial coping, (b) reduced antisocial coping, and (c) reduced anxiety. Prosocial coping was not uniquely related to anxiety. However, antisocial coping did partially mediate the relations between children's action-control beliefs and anxiety over time. Consistent with previous literature, boys reported using antisocial coping more than did girls, and younger children reported using primary control coping strategies more than did older children. Results are discussed in terms of lifespan differences in the development of coping strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Knowledge and beliefs about confidentiality in psychotherapy.

Surveyed 200 high school students, 308 undergraduate psychology students, 34 former clients from a community mental health center, and 40 former clients from a university counseling center regarding their knowledge of and attitudes toward confidentiality in therapy. Overall results show that the vast majority of Ss viewed confidentiality as an all-encompassing, superordinate mandate for the psychology profession and that most Ss wanted to be told of the limitations to confidentiality but would have limited therapeutic communications when told. It is concluded that the general population, including those who have been in therapy, does not have an accurate perception of current ethical limitations regarding confidentiality in psychotherapy. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in beliefs about groups.

The current research examined individual differences in peoples' positive versus negative beliefs about groups. Three studies were conducted to develop and validate a 16-item Beliefs About Groups (BAG) scale. Factor analyses in Studies 1 and 2 identified and replicated a 4-factor solution, with factors reflecting preferences for group versus individual work, positive group performance beliefs, negative group performance beliefs, and beliefs that others will work hard on group tasks. Study 2 also provided evidence for convergent and divergent validity, and explored relationships between the Big Five personality dimensions and group beliefs. Study 3 provided evidence for test–retest reliability. Across these 3 studies, the BAG scale had total score alphas ranging from .83 to .88. Implications of beliefs about groups for member motivation and group performance, as well as for future research and practice, are highlighted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Parental beliefs about managing sibling conflict.

This study examined the correspondence between parents' beliefs about the most effective ways to manage sibling conflict and their responses to their children's spontaneous sibling conflicts. Eighty-eight 2-child, 2-parent families participated in 3 home sessions. Second-born children were 3–5 years old, and firstborn children were 2–4 years older. Parents' use of a particular conflict management strategy was based, in part, on their perception of how effective the strategy was and how well they could carry out the strategy. For example, mothers' use of child-centered strategies was predicted by their belief that parental control strategies were ineffective. Fathers' use of control strategies was predicted by their low confidence in enacting child-centered techniques. Although both mothers and fathers perceived child-centered and control strategies as more effective than passive nonintervention, parents engaged in passive nonintervention most often. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's spatial knowledge of their school campus.

72 4th-, 6th-, and 8th-grade boys were tested with different methodologies for deriving measures of their knowledge of interlandmark distances and directions on their school campus. Results show that age group differences were not large and appeared comparable for most measures. However, other results indicated that measures derived from direction vs distance information were independent. First, the accuracy with which Ss made distance and direction estimates varied across specific combinations of reference sites and targets; this pattern of differential accuracy was quite different for distance vs direction estimates. Second, correlations among the dependent measures indicated that Ss who were accurate at direction estimates were not necessarily accurate for distance estimates. It is emphasized that measures derived from Ss' estimates of direction information were not comparable with measures derived from their estimates of distance information. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

U.S and Chinese cultural beliefs about learning.

This study examined U.S. and Chinese conceptions of learning with leaning-related terms collected from U.S. and Chinese college students. Cluster analysis yielded a hierarchical structure of this lexicon for each culture. The 2 sets of cultural beliefs contained such different notions about learning that there was little overlap, however. The English terms included elaborated conceptions of mental processes, internal learner characteristics, social contexts, and externally existing bodies of knowledge. Most Chinese terms dealt with "seeking knowledge" including personal attitudes, purposes, and action plans for leaning. Chinese conceptions also emphasized achievement standards of breadth and depth of knowledge, the unity of knowing and morality, and contributions to society. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's metacognitive knowledge about reading.

Children's metacognitive awareness of variables that influence reading was assessed in an interview study. 20 2nd and 20 6th graders answered questions about the effects of personal abilities, task parameters, and cognitive strategies involved in reading. Although 2nd graders were aware of the influence of some reading dimensions such as interest, familiarity, and length, they were less sensitive to the semantic structure of paragraphs, goals of reading, and strategies for resolving comprehension failures than 6th graders. Age-related differences in metacognitive knowledge may be correlated with the acquisition of efficient memory, problem-solving, and reading skills. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)