Relations among Parental Causal Attributions and Children's Math Performance and Task Persistence

Autor/inn/en	Tõeväli, Paula-Karoliina; Kikas, Eve
Titel	Relations among Parental Causal Attributions and Children's Math Performance and Task Persistence
Quelle	In: Educational Psychology, 37 (2017) 3, S.332-345 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1225949
Schlagwörter	Attribution Theory; Questionnaires; Path Analysis; Mothers; Fathers; Mathematics Tests; Mathematics Achievement; Longitudinal Studies; Parent Child Relationship; Correlation; Grade 2; Elementary School Students; Grade 3; Family Environment; Educational Environment; Parent Attitudes; Teacher Attitudes; Persistence; Task Analysis; Statistical Analysis; Foreign Countries; Estonia + Suchen Sie Ihr Suchwort? Fragebogen; Pfadanalyse; Mother; Mutter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternverhalten; Lehrerverhalten; Ausdauer; Aufgabenanalyse; Statistische Analyse; Ausland; Estland
Abstract	The present longitudinal study examined the cross-lagged relations between parental causal attributions of children's math success to children's ability, parental help, children's math performance and task persistence. A total of 735 children, their mothers, fathers and teachers were assessed twice--at the end of the second and the third grades. Children were tested in math and parents filled out questionnaires measuring causal attributions. Children's task persistence was reported both by parents and by class teachers. The results of path analyses indicated mutual negative effects between mothers' and fathers' help attributions and children's math performance, and a positive effect of mothers' ability attributions on children's math performance. Cross-lagged relations were also found for children's math performance and task persistence. However, relations between parental attributions and children's task persistence were evident only for fathers' ability attributions. The findings emphasise the importance of examining both mothers and fathers, home and school context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01