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ERIC Number: EJ1260342
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Children's Intuitive Theories of Academic Performance
Muradoglu, Melis; Cimpian, Andrei
Child Development, v91 n4 e902-e918 Jul-Aug 2020
How do children reason about academic performance across development? A classic view suggests children's intuitive theories in this domain undergo qualitative changes. According to this view, older children and adults consider both effort and skill as sources of performance (i.e., a "performance = effort + skill" theory), but younger children can only consider effort (i.e., a "performance = effort" theory). Results from two studies (N = 240 children aged 4-9) contradict the claim of theory change, suggesting instead that children as young as 4 operate with an intuitive theory of academic performance that incorporates both effort and skill as explanatory concepts. This work reveals that children's understanding of academic performance is more continuous across development than previously assumed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: BCS1733897