Mother's attributions for their children's cognitive abilities

Jaworski, Theresa M.; Hubert, Nancy C.

doi:10.1016/0163-6383(94)90005-1

Cited by 6 publications

(4 citation statements)

References 21 publications

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“…One explanation for this discrepancy is that previous studies have typically examined children who have already started their formal education at school (Fennema et al, 1990;Siegle & Reis, 1998). It is possible that gender differences in teachers' causal attributions become stronger when children enter primary school, as typically occurs in parents' causal attributions (Eccles, Jacobs, & Harold, 1990;Jaworski & Hubert, 1994). Only one gender difference was found in the present study: teachers attributed boys' failure more often than girls' failure to lack of effort.…”

Section: Teachers' Causal Attributions Impact Children's Reading-relacontrasting

confidence: 75%

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

Natale

Viljaranta

Lerkkanen

et al. 2009

Educational Psychology

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The present study investigated whether kindergarten teachers' causal attributions would predict children's reading-related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading-related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the higher the task motivation and performance in reading the children showed, the more the teachers attributed their success to ability and effort, and the less they attributed it to teachers' help. Teachers' ability and effort attributions for success, in turn, predicted a high level of children's subsequent task motivation in reading. Moreover, teachers seldom attributed high-achieving children's failure to lack of ability or effort.

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Section: Teachers' Causal Attributions Impact Children's Reading-relacontrasting

confidence: 75%

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

Natale

Viljaranta

Lerkkanen

et al. 2009

Educational Psychology

View full text Add to dashboard Cite

show abstract

“…It has examined these separately and only with regard to situations of academic success and failure. Previously, it has been found that mothers spontaneously make other kinds of causal attributions, as well (Jaworski & Hubert, 1994). Therefore, some of the findings of the present study should perhaps be replicated but use open-ended procedures.…”

Section: Limitationsmentioning

confidence: 93%

Stability in Parents' Causal Attributions for Their Children's Academic Performance: A Nine-Year Follow-up

Enlund¹,

Aunola²,

Nurmi³

2015

Merrill-Palmer Quarterly

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“…Thus, the results of the present study showed only how familial risk for dyslexia is reflected in mothers' causal attributions and cannot be generalized as such to children with learning disabilities. Second, although the previous literature has shown that mothers spontaneously form many different attributions to explain their children's cognitive abilities (Jaworski & Hubert, 1994), the present study contained only four types of causal attributions (i.e., ability, effort, teaching, and task difficulty). Thus, it is possible that the use of open-ended procedures would have produced different findings.…”

Section: Limitationsmentioning

confidence: 98%

Mothers' Causal Attributions Concerning the Reading Achievement of Their Children With and Without Familial Risk for Dyslexia

et al. 2008

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The present study analyzed data from the Jyväskylä Longitudinal Study of Dyslexia to investigate the factors to which mothers of children with and without familial risk for dyslexia attribute the causes of their first-grade children's reading achievement. Mothers' causal attributions were assessed three times during their children's first school year. Children's verbal intelligence was assessed at 5 years and their word and nonword reading skills at 6.5 years. The results showed that the higher the word reading skills the children had, the more their mothers attributed their success to ability than to effort. However, if children had familial risk for dyslexia, their mothers' attribution of success to ability decreased during the first grade as compared with the ability attributions of mothers whose children were in the control group.

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Mother's attributions for their children's cognitive abilities

Cited by 6 publications

References 21 publications

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

Cross‐lagged associations between kindergarten teachers' causal attributions and children's task motivation and performance in reading

Stability in Parents' Causal Attributions for Their Children's Academic Performance: A Nine-Year Follow-up

Mothers' Causal Attributions Concerning the Reading Achievement of Their Children With and Without Familial Risk for Dyslexia

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