Attachment at school age and academic performance.

The association between attachment and school-related cognitive functioning was longitudinally examined for a French Canadian sample of 108 school-age children. The affective quality of mother-child interaction patterns, child cognitive engagement, and quality of child attachment to mother were evaluated during a laboratory visit that included a separation-reunion procedure occurring when the children were approximately 6 years of age. Children's mastery motivation and academic performance were assessed 2 years later (at age 8). Analyses indicated that secure children had higher scores than their insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school underachievement, with the poorest performance on all measures except mastery motivation. Avoidant and ambivalent children were lowest on mastery motivation. Results of mediational analyses support the salience of mother–child interactional processes and child cognitive engagement at school age in explaining relations between attachment and cognitive functioning in school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task frequency rating accuracy: The effect of task engagement and experience.

In this study, researchers examined the effect of task engagement and experience on frequency rating accuracy with an objective measure of task frequency. By contrasting findings from the memory literature on frequency estimation with current task analysis practices, these investigators proposed that task performers and respondents with low levels of experience would generate more accurate frequency estimates compared with task observers and respondents with high levels of experience. Participants were randomly assigned to a task engagement condition (performer vs. observer) as well as to an experience condition (low vs. high). In support of the hypotheses, participants in the performer and low-experience conditions demonstrated greater accuracy in their frequency ratings. These findings were illustrated with several different measures of accuracy. Implications for task analysis research and practices are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.

This study examined cross-level interactions between personal goals and classroom goal structures, as well as their additive contributions to predicting math achievement, engagement, interest, effort withdrawal, and avoidance coping, using a sample of 3,943 Grade 5 students from 130 classrooms. Results of hierarchical linear modeling showed that classroom performance goal structures exacerbated (a) the negative association between personal performance-avoidance goals and engagement and (b) the positive relations of personal performance-avoidance goals to effort withdrawal and avoidance coping. Moreover, both classroom performance goal structures and personal performance-avoidance goals had maladaptive patterns of relations to outcomes at their respective levels of analysis, whereas classroom mastery goal structures and personal mastery goals showed adaptive relations. Our findings underscore the importance of a multilevel interactionist perspective in understanding achievement motivation and making recommendations for educational practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of task and ego achievement goals on help-seeking behaviors and attitudes.

We proposed that help-seeking perceptions and behaviors will be more adaptive under salient task goals relative to ego achievement goals. A total of 159 2nd- and 6th-grade Israeli children could request help as they worked on difficult puzzles in either a task or an ego goal condition. As predicted, children were more likely to request help and to explain help avoidance as guided by strivings for independent mastery in the task-focus condition. In contrast, more children in the ego-focus condition explained help avoidance in terms of masking incapacity. Skill level moderated help seeking only in the ego-focus condition, wherein requests for help were more frequent at intermediate than at both high and low skill levels. The results clarify the role of motivational factors in promoting or undermining academic help seeking and can help resolve theoretical controversy and inconsistent empirical findings concerning the relation between competence and help seeking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Helplessness in children of depressed and nondepressed mothers.

Helpless behaviors in 5- to 7-year-old children of depressed and nondepressed mothers were assessed through direct observation, interviews, and teacher ratings. The affective tone the mothers set in a joint puzzle task and their tendency to encourage mastery or become intrusive when their children became frustrated at the task were also assessed. Although depressed mothers set a more negative affective tone than nondepressed mothers during solvable puzzles, there were few significant differences between the 2 groups of mothers and children. Still, mothers who were more negative and hostile and less able to encourage mastery in their children had children who exhibited more helpless behaviors in the puzzle task, who were less likely to endorse active problem-solving approaches to frustrating situations, and whose teachers rated the children as less competent and more prone to helpless behaviors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of mothers' control in children's mastery orientation: A time frame analysis.

Important to understanding the process by which parents' control shapes children's motivation is identifying the time frame in which it does so. To this end, mothers and their 4-year-old children were observed interacting for 15 min while working on a challenging task twice over 6 months. Mothers' control and children's mastery orientation were coded in 1-min intervals at both times. Analyses over the 6 months indicated that mothers' heightened control foreshadowed children's dampened mastery because mothers' control was stable over time. Analyses over the 15-min interactions revealed that the more controlling mothers were one minute, the less mastery oriented children were the next minute, adjusting for their earlier mastery. Moreover, when mothers began these interactions highly controlling, children's mastery was particularly likely to decrease over the 15 min. Taken together, the results suggest the effect of mothers' control on children's mastery is immediate and maintained through mothers' continued controlling practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Origins of children's helpless and mastery achievement patterns in the family.

An exploratory study examined the origins of children's motivational patterns in the family by observing 3rd-grade children (10 helpless and 11 mastery-oriented) and their mothers performing a series of solvable and insolvable problem-solving tasks. Mothers of mastery children appeared to show sensitivity and responsiveness to their children's ability perceptions and requests for help. They also appeared to support mastery behaviors in their children by increasing task-focused teaching behaviors and maintaining high-positive affect during the insolvable puzzles. Furthermore, in the face of failures, they retrained their children's low-ability attributions and performance-goal statements, while promoting mastery or task-focused behaviors. These findings are consistent with the hypothesis that mothers of mastery children may socialize their children's achievement motivation. However, because of the small sample size and other limitations, the results should be interpreted with caution. Several directions are outlined for future research on the familial origins of helpless and mastery patterns in children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation.

A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children’s pleasure and engagement in the learning process, whereas task-extrinsic practices comprise parents’ provision of external rewards and consequences contingent on children’s task performance. A conditional latent curve model was fit to data from the Fullerton Longitudinal Study (A. W. Gottfried, A. E. Gottfried, & D. W. Guerin, 2006), with academic intrinsic motivation in math and science assessed from ages 9 to 17 and parental motivational practices measured when children were age 9. The results indicated that task-intrinsic practices were beneficial with regard to children’s initial levels of motivation at age 9 as well as with regard to motivational decline through age 17. Conversely, parents’ use of task-extrinsic practices was adverse with regard to children’s motivation both at age 9 and across the 8-year interval. Theoretical implications of the findings with regard to academic intrinsic motivation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mastery in women's multiple roles and well-being: Adult daughters providing care to impaired parents.

The current study focused on 296 adult daughter caregivers who were simultaneously providing care to an impaired parent, mothers to children living at home, wives, and employees. How mastery (perceived competence and control) in each of these 4 roles was related to well-being was examined. Women experienced higher levels of mastery in the employee role than in any other role. After controlling for household income and dispositional optimism, only employee mastery contributed unique variance to physical health, but mastery in each of the 4 roles contributed unique variance to either depression or life satisfaction. Results also suggest that women's satisfaction with life was related to an accumulation of mastery across roles. The study expands previous research by revealing that mastery in women's additional roles can supplement the benefits of mastery stemming from parent care. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prospective associations from family-of-origin interactions to adult marital interactions and relationship adjustment.

To test the social learning-based hypothesis that marital conflict resolution patterns are learned in the family of origin, longitudinal, observational data were used to assess prospective associations between family conflict interaction patterns during adolescence and offspring's later marital conflict interaction patterns. At age 14 years, 47 participants completed an observed family conflict resolution task with their parents. In a subsequent assessment 17 years later, the participants completed measures of marital adjustment and an observed marital conflict interaction task with their spouse. As predicted, levels of hostility and positive engagement expressed by parents and adolescents during family interactions were prospectively linked with levels of hostility and positive engagement expressed by offspring and their spouses during marital interactions. Family-of-origin hostility was a particularly robust predictor of marital interaction behaviors; it predicted later marital hostility and negatively predicted positive engagement, controlling for psychopathology and family-of-origin positive engagement. For men, family-of-origin hostility also predicted poorer marital adjustment, an effect that was mediated through hostility in marital interactions. These findings suggest a long-lasting influence of family communication patterns, particularly hostility, on offspring's intimate communication and relationship functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Motivational and informational functions and consequences of children's attention to peers' work.

Two studies (331 children aged 9–11 yrs) examined the proposal that the functions served by children's attention to peers' work differ both in their informational focus (whether children seek information either to improve their products or to evaluate their ability) and in their goal focus (whether information seeking serves either mastery or performance achievement strivings). In both studies responses to a self-report measure of reasons for looking at peers' work supported this hypothesis. Study 2 also examined the effect of a mastery vs a performance goal condition on reasons for looking at peers' work, subsequent information seeking, and interest in the task. Goal condition affected goal, but not informational, functions of looking at peers' work. Both goal condition and individual differences in endorsement of mastery vs performance reasons predicted later information seeking and interest. Implications for social comparison theory and for classroom learning and motivation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continuity and change in early school engagement: Predictive of children's achievement trajectories from first to eighth grade?

Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (school liking-avoidance) engagement were assessed during Grades 1-3 and were examined within variable- and person-oriented analyses as antecedents of scholastic progress from Grades 1 to 8. Findings corroborated the premises that change as well as continuity in early school engagement is predictive of children's long-term scholastic growth. Compared to children who participated cooperatively in classrooms, those who became increasingly resistant across the primary grades displayed lesser scholastic growth. Among children who manifested enduring engagement patterns, those who exhibited a combination of higher behavioral and emotional engagement across the primary grades made greater academic progress than those who displayed lower levels of these two forms of engagement. Overall, the results of this investigation were consistent with the school engagement hypothesis and extend what is known about the predictive contributions of early school engagement to children's achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The assessment of effectance motivation in normal and retarded children.

Constructed several measures of effectance motivation and assessed their validity by administering them to groups of Ss whose motivation was assumed to differ. 37 normal, 32 noninstitutionalized retarded, and 34 institutionalized retarded children matched on MA were employed. For the 4 components of effectance motivation investigated-variation seeking, curiosity, mastery for the sake of competence, and preference for challenging tasks-normals demonstrated more effectance motivation than did either retarded group. The measures also proved sensitive to differences between the noninstitutionalized and institutionalized retarded. Verbal inquiry data resulted in a pattern of findings parallel to that obtained with the task measures, providing further support for the validity of the measures. Measurement problems and the need for constructing adequate developmental indices of effectance motivation are emphasized. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes.

The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps p     

Interparental conflict and children's school adjustment: The explanatory role of children's internal representations of interparental and parent-child relationships.

This study examined how children's insecure internal representations of interparental and parent-child relationships served as explanatory mechanisms in multiple pathways linking interparental conflict and parent emotional unavailability with the emotional and classroom engagement difficulties the children had in their adjustment to school. With their parents, 229 kindergarten children (127 girls and 102 boys, mean age = 6.0 years, SD = .50, at Wave 1) participated in this multimethod, 3-year longitudinal investigation. Findings revealed that children's insecure representations of the interparental relationship were a significant intervening mechanism in associations between observational ratings of interparental conflict and child and teacher reports on children's emotional and classroom difficulties in school over a 2-year period. Moreover, increased parental emotional unavailability accompanying high levels of interparental conflict was associated with children's insecure representations of the parent-child relationship and children's difficulties in classroom engagement at school entry. The findings highlight the importance of understanding the intrinsic processes that contribute to difficulties with stage-salient tasks for children who are experiencing interparental discord. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The moderating role of goal orientation in the workload-frustration relationship.

Goal orientation was hypothesized to moderate the relationship between quantitative workload and frustration. Based on data from 460 graduate students, two forms of goal orientation moderated this relationship. Specifically, it was found that workload was positively related to frustration for people with high levels of avoiding goal orientation, but not for those with low levels of avoiding goal orientation. In addition, it was found that the positive effect of workload on frustration was weaker for people with high levels of mastery goal orientation than for those with low levels of mastery goal orientation. Both theoretical and practical implications of the current findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Process analyses of the behavior of very young children in delay tasks.

Conducted 2 studies to examine the behavior of young children in tasks demanding self-control. In Study 1, 27 2-yr-olds were observed in 1 task. Behavior during the task was described using a 10-category coding system, and proportion scores derived from the 10-category coding system were correlated with total time in the task. Results show that 5 of the 10 correlations were significant. Behaviors bringing the goals into attention were negatively correlated with total delay time, whereas behaviors taking the goal out of attention tended to be positively associated with delay. In Study 2, 82 children (aged 24–36 mo) were observed in 3 delay tasks. The behavioral strategy studied was directing attention away from the goal object during delay periods. Significant effects were found for age and task type. When the sample was divided into shorter vs longer waiters, it was found that the longer waiters looked away from the goal for a larger proportion of the time. It is suggested that young children use implicit strategies for controlling their behavior in the face of a social demand. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transition in the caregiving career: Effects on sense of mastery.

Although a sense of mastery is usually treated as a stable personal resource that can moderate the effects of stress on well-being, in this article we are interested in mastery as an outcome, examining the impact of transitions in the careers of Alzheimer's caregivers on their sense of mastery. Using longitudinal data collected from 456 spouses and adult children caring for a family member with Alzheimer's disease, we found that for those who continue to care for their relative, mastery declines; for those who place their relative in a care facility, mastery remains unchanged; and for those who experience the death of their relative, mastery increases. A series of regression analyses revealed different patterns of predictors of change in mastery over time and across transitions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of student control and choice on engagement in a CAI arithmetic task in a low-income school.

To investigate choice in a computer-assisted instruction (CAI) arithmetic task, 38 4th and 5th graders from a low-income school were assigned to either a choice or a yoked control condition. The choice condition allowed selection of arithmetic problems, while the yoked condition allowed no choices. Choice Ss showed significantly more task engagement. There were 2 distinctive choice patterns, with some Ss consistently choosing the easiest problems and others the most difficult ones. Problem difficulty and engagement were linearly related for all choice subgroups, with engagement highest for the easiest problems and lowest for the most difficult. Choice and yoked Ss differed significantly on 3 behavioral locus of control dimensions (stable-unstable, internal-external, and self-other attributions). While choice may be motivating, for some children it can result in poor academic performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Becoming team players: Team members' mastery of teamwork knowledge as a predictor of team task proficiency and observed teamwork effectiveness.

The authors explored the idea that teams consisting of members who, on average, demonstrate greater mastery of relevant teamwork knowledge will demonstrate greater task proficiency and observed teamwork effectiveness. In particular, the authors posited that team members' mastery of designated teamwork knowledge predicts better team task proficiency and higher observer ratings of effective teamwork, even while controlling for team task proficiency. The authors investigated these hypotheses by developing a structural model and testing it with field data from 92 teams (1,158 team members) in a United States Air Force officer development program focusing on a transportable set of teamwork competencies. The authors obtained proficiency scores on 3 different types of team tasks as well as ratings of effective teamwork from observers. The empirical model supported the authors' hypotheses. (PsycINFO Database Record (c) 2011 APA, all rights reserved)