Children's Intuitive Theories of Academic Performance

Autor/inn/en	Muradoglu, Melis; Cimpian, Andrei
Titel	Children's Intuitive Theories of Academic Performance
Quelle	In: Child Development, 91 (2020) 4, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muradoglu, Melis) ORCID (Cimpian, Andrei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13325
Schlagwörter	Children; Childrens Attitudes; Intuition; Beliefs; Academic Achievement; Age Differences; Performance; Child Development + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Belief; Glaube; Schulleistung; Age; Difference; Age difference; Altersunterschied; Achievement; Leistung; Kindesentwicklung
Abstract	How do children reason about academic performance across development? A classic view suggests children's intuitive theories in this domain undergo qualitative changes. According to this view, older children and adults consider both effort and skill as sources of performance (i.e., a "performance = effort + skill" theory), but younger children can only consider effort (i.e., a "performance = effort" theory). Results from two studies (N = 240 children aged 4-9) contradict the claim of theory change, suggesting instead that children as young as 4 operate with an intuitive theory of academic performance that incorporates both effort and skill as explanatory concepts. This work reveals that children's understanding of academic performance is more continuous across development than previously assumed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01