Parents' implicit intelligence beliefs about children's intelligence: Implications for children's academic self-concept and achievement in Maths, English, and French

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-10-19 DOI:10.1016/j.lindif.2024.102576

Frédéric Guay, Patrick Racine, Richard Bradet

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引用次数: 0

Abstract

In this study, we hypothesized that a higher parents' fixed mindset will lead to lower achievement in math, French and English (MEF) school subjects, but also that lower achievement in MEF will lead to a higher parents' fixed mindset. We have also tested the mediational role of academic self-concept (ASC) in the parents' fixed mindset-children's achievement relation. Participants (n = 1046 students and their parents) have filled twice a questionnaire. Results indicate that parents' fixed mindset significantly and negatively predicted subsequent achievement in French and English, but the magnitude of these coefficients was quite low (β < | 0.07|). Moreover, most relations connecting prior ASC to subsequent achievement in MEF were not supported thereby discarding the possibility that ASC mediates the parents' fixed mindset-children's achievement relation. Overall, these results cast some doubts about the importance of parental fixed mindset for children's academic achievement and ASC.

Educational relevance and implications of the research

The present study tests if the effect of parental fixed mindset on achievement in Math, English, and French school subjects is explained by students' academic self-concept in these school subjects. The results showed that parental fixed mindset weakly predicts subsequent achievement in French and English and that academic self-concept does not mediate this small association. Thus, the safest conclusion is that parents' mindsets are related to their children's achievement, but so weakly that it is difficult to recommend any intervention based on parental mindsets with this research.

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父母对子女智力的内隐智力信念：对儿童数学、英语和法语学习自我概念和成绩的影响

在本研究中，我们假设父母的固定型思维模式越高，孩子在数学、法语和英语（MEF）学校科目中的成绩就越低，同时，MEF成绩越低，父母的固定型思维模式就越高。我们还测试了学业自我概念（ASC）在父母的固定思维模式与子女成绩关系中的中介作用。参与者（n = 1046 名学生及其家长）填写了两次问卷。结果表明，父母的固定心态对孩子随后的法语和英语成绩有显著的负向预测作用，但这些系数的大小相当低（β < | 0.07|）。此外，大多数先前的 ASC 与后来的 MEF 成绩之间的关系都没有得到支持，从而排除了 ASC 调解父母的固定心态与子女成绩之间关系的可能性。总体而言，这些结果让人对父母的固定心态对儿童学业成绩和 ASC 的重要性产生了一些怀疑。本研究的教育意义和启示本研究检验了父母的固定心态对数学、英语和法语学科成绩的影响是否可以通过学生在这些学科中的学业自我概念来解释。结果表明，父母的固定心态对学生随后的法语和英语成绩有微弱的预测作用，而学业自我概念并不能调节这种微小的关联。因此，最稳妥的结论是，父母的思维方式与子女的学习成绩有关，但程度很弱，因此很难通过这项研究建议采取任何基于父母思维方式的干预措施。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).