Files in this item



application/pdf3392226.pdf (699kB)Restricted to U of Illinois
(no description provided)PDF


Title:Implications of Mothers' Ability Mindsets for Their Involvement in Children's Learning: An Experimental Investigation
Author(s):Moorman, Elizabeth A.
Doctoral Committee Chair(s):Pomerantz, Eva M.
Department / Program:Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Elementary
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.
Issue Date:2009
Description:65 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.
Other Identifier(s):(MiAaPQ)AAI3392226
Date Available in IDEALS:2015-09-25
Date Deposited:2009

This item appears in the following Collection(s)

Item Statistics