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ERIC Number: EJ1170919
Record Type: Journal
Publication Date: 2018-Mar
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0012-1649
EISSN: N/A
Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children's Incremental Mindsets
Gunderson, Elizabeth A.; Sorhagen, Nicole S.; Gripshover, Sarah J.; Dweck, Carol S.; Goldin-Meadow, Susan; Levine, Susan C.
Developmental Psychology, v54 n3 p397-409 Mar 2018
In a previous study, parent-child praise was observed in natural interactions at home when children were 1, 2, and 3 years of age. Children who received a relatively high proportion of process praise (e.g., praise for effort and strategies) showed stronger incremental motivational frameworks, including a belief that intelligence can be developed and a greater desire for challenge, when they were in 2nd or 3rd grade (Gunderson et al., 2013). The current study examines these same children's (n = 53) academic achievement 1 to 2 years later, in 4th grade. Results provide the first evidence that process praise to toddlers predicts children's academic achievement (in math and reading comprehension) 7 years later, in elementary school, via their incremental motivational frameworks. Further analysis of these motivational frameworks shows that process praise had its effect on fourth grade achievement through children's trait beliefs (e.g., believing that intelligence is fixed vs. malleable), rather than through their learning goals (e.g., preference for easy vs. challenging tasks). Implications for the socialization of motivation are discussed.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); National Science Foundation (NSF); National Center for Education Research (ED)
Authoring Institution: N/A
Identifiers - Location: Illinois (Chicago)
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: P01HD040605; SBE1041707; R305C050076