서브메뉴
검색
How Parents' and Teachers' Help Can Send Messages About Children'S Abilities
How Parents' and Teachers' Help Can Send Messages About Children'S Abilities
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153055
- ISBN
- 9798346379782
- DDC
- 300
- 저자명
- Good, Kayla.
- 서명/저자
- How Parents and Teachers Help Can Send Messages About ChildrenS Abilities
- 발행사항
- [Sl] : Stanford University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 188 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
- 주기사항
- Advisor: Dweck, Carol;Markman, Ellen.
- 학위논문주기
- Thesis (Ph.D.)--Stanford University, 2024.
- 초록/해제
- 요약Help is ubiquitous in everyday life, especially for children. The help children receive from adults - especially parents and teachers - is critical in shaping their motivation to learn and achieve. Children often learn best when help is adjusted to their needs; but some adults frequently step in and provide more help than is necessary. Why might adults, particularly parents, provide this "intrusive" type of help? And what messages do adults think intrusive help might convey about children's competence? Chapter 1 outlines what we already know about intrusive help from past research - that it can demotivate children - and explores why parents might engage in it as well as what messages it might send about children's abilities. Chapter 2 investigates one potential driver of an intrusive approach: namely, parents' beliefs about the need to make decisions and solve problems for even young-adult children. We find that these beliefs influence parents' agreement with using highly (vs. less) intrusive practices. In Chapter 3, we shift our focus on help from parents to help from teachers, exploring how different amounts of help - including intrusive help - from teachers might convey messages about children's abilities (as well as whether their abilities can be improved). We then bring these two lines of work together in Chapter 4 to examine whether parents who tend to endorse intrusive help recognize that such help can convey negative messages. Chapter 5 suggests directions for future research and discusses the implications of this body of research for both the literature on achievement motivation as well as real-world efforts to engage and motivate children in academic contexts. Taken together, this work adds to our understanding of help as an important cue that shapes children's motivation to learn.
- 일반주제명
- Parents & parenting
- 일반주제명
- Young adults
- 일반주제명
- Teenagers
- 일반주제명
- COVID-19
- 기타저자
- Stanford University.
- 기본자료저록
- Dissertations Abstracts International. 86-05A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017164852
■00520250211153055
■006m o d
■007cr#unu||||||||
■020 ▼a9798346379782
■035 ▼a(MiAaPQ)AAI31643390
■035 ▼a(MiAaPQ)Stanfordvp456zj7696
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a300
■1001 ▼aGood, Kayla.
■24510▼aHow Parents' and Teachers' Help Can Send Messages About Children'S Abilities
■260 ▼a[Sl]▼bStanford University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a188 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-05, Section: A.
■500 ▼aAdvisor: Dweck, Carol;Markman, Ellen.
■5021 ▼aThesis (Ph.D.)--Stanford University, 2024.
■520 ▼aHelp is ubiquitous in everyday life, especially for children. The help children receive from adults - especially parents and teachers - is critical in shaping their motivation to learn and achieve. Children often learn best when help is adjusted to their needs; but some adults frequently step in and provide more help than is necessary. Why might adults, particularly parents, provide this "intrusive" type of help? And what messages do adults think intrusive help might convey about children's competence? Chapter 1 outlines what we already know about intrusive help from past research - that it can demotivate children - and explores why parents might engage in it as well as what messages it might send about children's abilities. Chapter 2 investigates one potential driver of an intrusive approach: namely, parents' beliefs about the need to make decisions and solve problems for even young-adult children. We find that these beliefs influence parents' agreement with using highly (vs. less) intrusive practices. In Chapter 3, we shift our focus on help from parents to help from teachers, exploring how different amounts of help - including intrusive help - from teachers might convey messages about children's abilities (as well as whether their abilities can be improved). We then bring these two lines of work together in Chapter 4 to examine whether parents who tend to endorse intrusive help recognize that such help can convey negative messages. Chapter 5 suggests directions for future research and discusses the implications of this body of research for both the literature on achievement motivation as well as real-world efforts to engage and motivate children in academic contexts. Taken together, this work adds to our understanding of help as an important cue that shapes children's motivation to learn.
■590 ▼aSchool code: 0212.
■650 4▼aParents & parenting
■650 4▼aYoung adults
■650 4▼aTeenagers
■650 4▼aCOVID-19
■650 4▼aIndividual & family studies
■690 ▼a0628
■71020▼aStanford University.
■7730 ▼tDissertations Abstracts International▼g86-05A.
■790 ▼a0212
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164852▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
