Ilona M B Benneker, Fanny de Swart, Nikki C Lee, Nienke M van Atteveldt
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引用次数: 0
Abstract
Mindset is generally conceptualized as a stable trait, but recent research suggests that the social context may play a pivotal role in its development and adjustment (de Ruiter & Thomaes, 2023; King, 2020); Lou & Li, 2023). Empirical investigations have primarily focused on the social context of teachers and peers with less attention to the role of parents. This study seeks to explore the relationship between parents and their adolescents' intelligence mindset, by examining the effects of parents' intelligence mindset, failure beliefs, and appraisal of increasing academic marks, as well as the daily feedback they provide, using a combination of cross-sectional and daily diary methods. The results of the cross-sectional study, from a sample of Dutch adolescents (Mage = 14.47 years) and their parents (Mage = 47.60 years) revealed that a more growth-oriented intelligence mindset in parents relate to a more growth-oriented intelligence mindset in their adolescents. Furthermore, parents' result-oriented day-to-day feedback was found to be negatively associated with adolescents' intelligence mindset, demonstrating that a focus on school marks may inhibit the development of a growth mindset in adolescents. These findings have useful implications, such as providing new insights into the dynamic interplay between parents' intelligence mindset, the day-to-day feedback they provide, and their adolescents' intelligence mindset, which may be important factors for adolescents' learning attitudes and academic success.
期刊介绍：
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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