父母能力思维在数学和阅读活动期间的亲子互动中的作用
Gillian E Grose1, Katherine Muenks2, Sarah H Eason3
1University of Maryland, College Park, College Park, MD 20742, USA.
Journal of experimental child psychology
|August 15, 2024
概括
父母对孩子固定的能力和可塑的能力的信念影响了父母在教育活动中的行为. 阅读的固定心态,与数学不同,导致父母更多地控制活动.
科学领域:
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 父母的信仰显著影响孩子早期的学术技能发展.
- 父母对能力性质的信念 (固定的与可塑的) 可以影响父母与孩子在教育任务中的互动.
研究的目的:
- 调查父母对特定学术领域 (数学,阅读) 的固定或成长思维方式的信念如何影响他们在儿童指导的教育活动中的参与.
- 根据诱导的思维条件和教育材料类型,研究父母的建设性和非建设性参与的差异.
主要方法:
- 使用信息文章操纵了父母对能力固定性的信仰.
- 在教育活动期间观察父母与孩子的互动,并为父母参与风格 (控制与自主支持) 编码.
- 心态诱导侧重于数学或阅读能力.
主要成果:
- 与阅读成长心态相比,诱导阅读固定心态的父母表现出更多的控制行为.
- 在数学或阅读的思维条件之间,没有发现父母建设性参与的显著差异.
- 父母对数学自主性的支持受到了先前存在的一般智能信仰的影响.
结论:
- 父母对孩子在特定领域的能力可塑性的信念,可以塑造他们在该领域内的互动行为.
- 心理干预可能会根据学术领域对父母行为产生不同的影响.
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