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1.
Ellen A. Skinner 《Child development》1990,61(6):1882-1890
2 studies investigated developmental differentiation of children's causal beliefs across middle childhood. Grounded in meta-theories suggesting that development is characterized by progressive differentiation, hypotheses were derived from theory and research on the multiple dimensions of children's perceived control and on developmental changes in children's concepts of causal constructs. Age differences in the organization of children's causal perceptions were explored and replicated ( N 's = 294 and 240, ages 7–12). Analyses of factor structure of children's beliefs about the effectiveness of 5 causes for school success and failure (effort, ability, powerful others, luck, and unknown factors) revealed that beliefs became more differentiated with age. At ages 7–8, 2 dimensions were found, 1 marked by unknown and 1 by the remaining causes. At ages 9–10, 3 factors were present, marked by "internal,""external," and unknown means. By ages 11–12, 4 factors were indicated, marked by effort, ability, "external," and unknown causes. Findings suggested that different theories of perceived control may provide more useful accounts of the dimensions of causal beliefs at different ages. Implications were derived for measurement of perceived control and investigation of developmental change in its effects on children's motivation and behavior. 相似文献
2.
Jeffrey T. Coldren 《Mind, Brain, and Education》2013,7(1):40-48
Children's ability to shift behavior in response to changing environmental demands is critical for successful intellectual functioning. While the processes underlying the development of cognitive control have been thoroughly investigated, its functioning in an ecologically relevant setting such as school is less well understood. Given the alarming number of children who face failure in the U.S. school system, the purpose of this project is to determine whether subtly different measures of cognitive control differentially predict academic achievement. Sixty‐five kindergarten children were given two versions of a Dimensional Change Card Sort task—a geometric version followed by a linguistic version. Educational outcomes consisted of a standardized measure of academic achievement as well as assessments used by the school district. Results revealed that cognitive control, particularly as assessed by the linguistic variant, predicted children's academic performance on math and school‐based assessments, thereby suggesting that deficient cognitive control negatively impacts educational success. 相似文献
3.
The structure of imagery. 总被引：1，自引：0，他引：1
A L Dean 《Child development》1976,47(4):949-958
Children's drawings of objects about to be moved in space (anticipatory images) were studied in relation to their judgments about Euclidean spatial relations. Tasks assessing Euclidean geometric operations were administered to 102 girsl between the ages of 4 and 13 years. 5 operative levels resulted: (a) failure on all operations tasks, (b) success on conservation of length, (c) success on conservation and 1-dimensional measurement, (d) success on the latter 2 tasks plus measurement in 2 dimensions, and (e) success on the latter 3 tasks and coordination of internal and external reference frames. The same children performed on 6 imaginal tasks involving movements of objects. Results confirmed several theoretical expectations: (a) children who were unable to measure had difficulty imaging successive positions for 1-dimensional movement; (b) children who were unable to coordinate a point in space by reference to 2 axes were unable to draw states of movement correctly for 2-dimensional movement; (c) children's errors in drawing successive positions of moving objects were related to the structure of operations at the lower levels; and (d) the coordination of object positions over successive states was dependent on the ability to measure from an external frame. The results were interpreted as support for Piaget and Inhelder's theory of imagery development. 相似文献
4.
D Stipek S Recchia S McClintic 《Monographs of the Society for Research in Child Development》1992,57(1):1-98
A series of studies was conducted to examine the development of self-evaluation in children aged 1-5 years. Developmental changes in children's reactions to achievement-related outcomes were assessed in a variety of contexts, using different tasks and different criteria for success. The first study of 1-3-year-olds revealed an increased social orientation after the age of 21 months. Only children over this age were more likely to look up at the experimenter after they had produced an outcome themselves than after the same outcome had been produced by the experimenter. These older children were also more likely than younger children to call their mothers' attention to their achievements in a free-play situation. In a second study, on a task with visibly salient success versus failure outcomes, children aged 2-5 years responded to success with positive affect (e.g., smiling) and to failure with avoidance reactions (e.g., looking away from the experimenter). Praise enhanced children's positive affective reactions to success, but its effect was modest. In the final study, winning or losing on a competitive task was not understood by children below age 33 months and had no effect on their affective reactions to the task. In contrast, winning enhanced older children's pleasure in completing the task. Three stages are proposed in the development of self-evaluation. In the first stage, children experience joy in causality, but they lack the cognitive representational skills required for self-evaluation in a self-reflective sense, and they do not anticipate others' reactions to their performance. In the second stage, beginning before the age of 2 years, children anticipate adult reactions, seeking positive reactions to their successes and endeavoring to avoid negative reactions to failure. The proposed third stage involves a gradual internalization of external reactions, with children beginning to evaluate their performance and react emotionally to success and failure independently of their expectations of adult reactions. Although all studies focused on achievement outcomes, the development of self-evaluation in the moral domain may parallel this developmental sequence proposed for the achievement domain. It is also proposed that caretakers' reactions to rule violations might engender concerns about meeting adult expectations in achievement contexts. 相似文献
5.
Jennifer Amsterlaw Kristin Hansen Lagattuta and Andrew N. Meltzoff 《Child development》2009,80(1):115-133
This study assessed young children's understanding of the effects of emotional and physiological states on cognitive performance. Five, 6-, 7-year-olds, and adults ( N = 96) predicted and explained how children experiencing a variety of physiological and emotional states would perform on academic tasks. Scenarios included: (a) negative and positive emotions, (b) negative and positive physiological states, and (c) control conditions. All age groups understood the impairing effects of negative emotions and physiological states. Only 7-year-olds, however, showed adult-like reasoning about the potential enhancing effects of positive internal states and routinely cited cognitive mechanisms to explain how internal states affect performance. These results shed light on theory-of-mind development and also have significance for children's everyday school success. 相似文献
6.
Bonnie B. Slade Ph.D. Margaret S. Steward Ph.D. Thomas L. Morrison Ph.D. Stephen I. Abramowitz Ph.D. 《Child abuse & neglect》1984,8(4):447-457
Abused children are believed to develop in a harsh environment with minimal contingency of parental responses to their behavior. Seligman proposed that noncontingent caregiving produces helplessness. In this study, helplessness was assessed by measures of persistence and locus of control and by an experimental manipulation which varied contingency feedback. Compared to matched nonabused peers, abused children showed no less persistence in working for rewards, made equivalent use of contingency information to maintain persistence, and assumed equivalent responsibility for success. However, they took less responsibility for failure. Family learning history may render abused children helpless primarily in avoidance of aversive outcomes. 相似文献
7.
Parents' Involvement in Children's Schooling: A Multidimensional Conceptualization and Motivational Model 总被引：10，自引：1，他引：10
This study had 2 goals. The first was to examine a multidimensional conceptualization of parent involvement in children's schooling, defined as the allocation of resources to the child's school endeavors. A second goal was to evaluate a model in which children's motivational resources (i.e., perceived competence, control understanding, and self-regulation) are mediators between parent involvement and children's school performance. 300 11–14-year-old children and their teachers participated. Factor analyses of a set of parent involvement measures supported the hypothesized 3 dimensions of parent involvement: behavior, intellectual/cognitive, and personal. Path analyses revealed indirect effects of mother behavior and intellectual/cognitive involvement on school performance through perceived competence and control understanding, and indirect effects of father behavior on school performance through perceived competence. The results argue against a unidimensional understanding of parent involvement and support the view of the child as an active constructor of his or her school experience. 相似文献
8.
The study used path analytic techniques to examine relations between children's subjective school outcomes and measures of their family and school learning environments. Included in the sample were 250 twelve-year-old Australian children, 120 girls and 130 boys, and their parents. A home interview schedule was used to assess parents' aspirational, instrumental, and expressive orientations in relation to education while children's perceptions of the regulative, instructional, innovative, and interpersonal contexts of their schools were obtained. The findings indicated that when a refined measure is used, children's perceptions of their school environment have moderate to strong links with school-related outcomes even when family influences are assessed by detailed social—psychological process variables. For future research, however, the study suggests that parallel measures of children's perceptions of their family and school environments should be developed for a more complete understanding of the ecological correlates of children's characteristics. 相似文献
9.
10.
While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways. 相似文献
11.
Berhenke A Miller AL Brown E Seifer R Dickstein S 《Early childhood research quarterly》2011,26(4):430-441
Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. 相似文献
12.
Children's understanding of the implications of causal attributions for emotional experiences 总被引：1，自引：0，他引：1
Children's perceptions of how the cause of achievement outcomes affects individuals' emotional responses were studied. In Study 1, children aged 6 and 7, 9 and 10, and 12 and 13 listened to stories describing hypothetical children's achievement outcomes. Success and failure were explicitly attributed to luck, ability, effort, or another person's intervention. After each story subjects rated the story child's emotional reactions. Only seventh graders associated pride and shame exclusively with outcomes attributed to ability and effort. Guilt was strongly associated with effort attributions, and surprise was associated with luck attributions for fourth- and seventh-grade children but not for first-grade children. The attribution-affect linkages assumed by the older children are the same as those found in previous studies of adults. In Study 2, children aged 6 and 7, 9 and 10, and 12 and 13 rated the cause of the outcomes in the same stories according to Weiner's controllability and locus dimensions. Children's placement of specific attributions on these dimensions was used to explain age differences in their beliefs about the effect of the attributions on emotional responses. 相似文献
13.
Michael M. Omizo Walter E. Cubberly Sharon A. Omizo 《International Journal of Disability, Development & Education》1985,32(1):13-19
The purpose of the present study was to determine the effects of Rational‐Emotive Education (REE) counselling group sessions on learning disabled (LD) children's self‐concept and locus of control orientation. Sixty LD children were randomly assigned to experimental and control conditions; the experimental group leader was trained in REE. Sessions, each lasting approximately one hour, were held twice weekly for 12 consecutive weeks. Multivariate analysis of variance (MANOVA) revealed no significant differences on pretest self‐concept and locus of control measures; on post‐test measures MANOVA indicated significant differences between experimental and control groups. Post hoc univariate F and discriminant analysis revealed several dimensions of self‐concept and the locus of control measure to be valid discriminators. The REE intervention, appears to be beneficial in both enhancing certain aspects of self‐concept and encouraging a more internal locus of control orientation in LD students. 相似文献
14.
15.
The purpose of the longitudinal study was to investigate the prediction of children's academic achievement on the basis of cognitive tasks given prior to kindergarten, and academic attitudes on the basis of teachers' and mothers' ratings of the children's general cognitive abilities and actual achievement. Subjects were tested initially before entering kindergarten; from 105 to 154 of the 255 kindergarten children were followed through grades 1, 2, 3, 5, and 10. A subset of cognitive tasks maintained a high relation to high school achievement scores, especially in reading. Tenth-grade self-concept of ability, expectancy for success, value of success, and perception of task difficulty showed effects of sex and academic content area, with boys generally being more favorable toward math and girls more favorable toward reading. Children's attitudes were related both to mothers' earlier ratings of their children's cognitive abilities and actual achievement scores; this was especially the case for girls. There was a negative relation between mothers' ratings and girls' attitudes toward mathematics. Sex differences in all measures throughout the 11-year period are reviewed. 相似文献
16.
Parenting among low-income, African American single mothers with preschool-age children: patterns, predictors, and developmental correlates 总被引：1，自引：0，他引：1
McGroder SM 《Child development》2000,71(3):752-771
Dimensions and patterns of parenting were examined in a sample of 193 low-income African American single mothers with preschool-age children. Factor analyses yielded three dimensions: Aggravation, Nurturance, and Cognitive Stimulation. Cluster analysis yielded four patterns of parenting: Aggravated but Nurturant; Cognitively Stimulating; Patient and Nurturant; and Low Nurturance. Discriminant function analysis was used to predict membership in each of the four parenting clusters. Two composite functions emerged, the first representing maternal well-being (locus of control, depressive symptoms), the second representing sociodemographic characteristics (maternal education, duration on welfare, age at first birth), accounting for 93% of between-groups variability. Children's scores on measures of cognitive school readiness and personal maturity were significantly related to parenting pattern, even after controlling for significant predictors of parenting pattern; children's verbal ability was no longer related to parenting pattern once significant maternal characteristics were controlled. Findings are discussed in terms of contributions to the literature on parenting and in terms of implications for welfare policy and programs. 相似文献
17.
Fathers and mothers at play with their 2- and 3-year-olds: contributions to language and cognitive development 总被引：10，自引：0，他引：10
Father-child and mother-child engagements were examined longitudinally in relation to children's language and cognitive development at 24 and 36 months. The study involved a racially/ethnically diverse sample of low-income, resident fathers (and their partners) from the National Early Head Start evaluation study (n=290). Father-child and mother-child engagements were videotaped for 10 min at home during semistructured free play, and children's language and cognitive status were assessed at both ages. Fathers' and mothers' supportive parenting independently predicted children's outcomes after covarying significant demographic factors. Moreover, fathers' education and income were uniquely associated with child measures, and fathers' education consistently predicted the quality of mother-child engagements. Findings suggest direct and indirect effects of fathering on child development. 相似文献
18.
Alain Clémence Claude Aymard Patrick Roumagnac 《European Journal of Psychology of Education - EJPE》1996,11(4):411-425
Children's explanations of their performances are characterized by an increase of internal explanations over external ones. Originally considered a manifestation of cognitive development, this change has more recently been considered as an appropriation of a social norm. Two investigations are presented analyzing development of causal explanations of success and failure in mathematics and drawing. In the first study, two measures of causal attribution are compared in order to show that the use of unipolar scales is more suitable for illustrating differences in causal factors progressively operated by children. The hypothesis of the appropriation of a norm of internality is investigated in the second study. Results do not confirm this hypothesis and further, they cannot be interpreted solely in terms of cognitive development. They are discussed in the frame of a theory of socio-cognitive development. 相似文献
19.
Observer ratings are often used to measure instructional quality. They are, however, usually based on observations gathered over short periods of time. Few studies have attempted to determine whether these periods are sufficient to provide reliable measures of instructional quality. Using generalizability theory, this study investigates (a) how three dimensions of instructional quality – classroom management, personal learning support, and cognitive activation of students – vary between the lessons of a specific teacher, and (b) how many lessons per teacher are necessary to establish sufficiently reliable measures of these dimensions. Analyses are based on ratings of five lessons for 38 teachers. Classroom management and personal learning support were stable across lessons, whereas cognitive activation showed high variability. Consequently, one lesson per teacher suffices to measure classroom management and personal learning support, whereas nine lessons would be needed for cognitive activation. The importance of advancing our theoretical understanding of cognitive activation is discussed. 相似文献
20.
Angela M. Byars-Winston Janet Branchaw Christine Pfund Patrice Leverett Joseph Newton 《International Journal of Science Education》2013,35(15):2533-2554
Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees’ positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005–2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor–mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees’ academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research. 相似文献