東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

How Parents' and Teachers' Help Can ...

Good, Kayla,

Linked to FindBook

Google Book

Amazon

博客來

How Parents' and Teachers' Help Can Send Messages About Children'S Abilities /

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Parents' and Teachers' Help Can Send Messages About Children'S Abilities // Kayla Good.
Author:	Good, Kayla,
Description:	1 electronic resource (188 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
Subject:	Parents & parenting. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31643390
ISBN:	9798346379782

How Parents' and Teachers' Help Can Send Messages About Children'S Abilities /
Good, Kayla,

How Parents' and Teachers' Help Can Send Messages About Children'S Abilities /Kayla Good. - 1 electronic resource (188 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

Help is ubiquitous in everyday life, especially for children. The help children receive from adults - especially parents and teachers - is critical in shaping their motivation to learn and achieve. Children often learn best when help is adjusted to their needs; but some adults frequently step in and provide more help than is necessary. Why might adults, particularly parents, provide this "intrusive" type of help? And what messages do adults think intrusive help might convey about children's competence? Chapter 1 outlines what we already know about intrusive help from past research - that it can demotivate children - and explores why parents might engage in it as well as what messages it might send about children's abilities. Chapter 2 investigates one potential driver of an intrusive approach: namely, parents' beliefs about the need to make decisions and solve problems for even young-adult children. We find that these beliefs influence parents' agreement with using highly (vs. less) intrusive practices. In Chapter 3, we shift our focus on help from parents to help from teachers, exploring how different amounts of help - including intrusive help - from teachers might convey messages about children's abilities (as well as whether their abilities can be improved). We then bring these two lines of work together in Chapter 4 to examine whether parents who tend to endorse intrusive help recognize that such help can convey negative messages. Chapter 5 suggests directions for future research and discusses the implications of this body of research for both the literature on achievement motivation as well as real-world efforts to engage and motivate children in academic contexts. Taken together, this work adds to our understanding of help as an important cue that shapes children's motivation to learn.

English

ISBN: 9798346379782Subjects--Topical Terms:

3562799
Parents & parenting.

How Parents' and Teachers' Help Can Send Messages About Children'S Abilities /
LDR:03161nmm a22003733i 4500 001 2436401
005 20251023092719.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798346379782
035 $a (MiAaPQD)AAI31643390
035 $a (MiAaPQD)Stanfordvp456zj7696
035 $a AAI31643390
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Good, Kayla, $e author. $3 3827027
245 1 0 $a How Parents' and Teachers' Help Can Send Messages About Children'S Abilities / $c Kayla Good.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (188 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
500 $a Advisors: Dweck, Carol; Markman, Ellen Committee members: Gerstenberg, Tobias; Gweon, Hyowon; Bent, Stacey F.
502 $b Ph.D. $c Stanford University $d 2024.
520 $a Help is ubiquitous in everyday life, especially for children. The help children receive from adults - especially parents and teachers - is critical in shaping their motivation to learn and achieve. Children often learn best when help is adjusted to their needs; but some adults frequently step in and provide more help than is necessary. Why might adults, particularly parents, provide this "intrusive" type of help? And what messages do adults think intrusive help might convey about children's competence? Chapter 1 outlines what we already know about intrusive help from past research - that it can demotivate children - and explores why parents might engage in it as well as what messages it might send about children's abilities. Chapter 2 investigates one potential driver of an intrusive approach: namely, parents' beliefs about the need to make decisions and solve problems for even young-adult children. We find that these beliefs influence parents' agreement with using highly (vs. less) intrusive practices. In Chapter 3, we shift our focus on help from parents to help from teachers, exploring how different amounts of help - including intrusive help - from teachers might convey messages about children's abilities (as well as whether their abilities can be improved). We then bring these two lines of work together in Chapter 4 to examine whether parents who tend to endorse intrusive help recognize that such help can convey negative messages. Chapter 5 suggests directions for future research and discusses the implications of this body of research for both the literature on achievement motivation as well as real-world efforts to engage and motivate children in academic contexts. Taken together, this work adds to our understanding of help as an important cue that shapes children's motivation to learn.
546 $a English
590 $a School code: 0212
650 4 $a Parents & parenting. $3 3562799
650 4 $a Young adults. $3 598212
650 4 $a Teenagers. $3 617887
650 4 $a COVID-19. $3 3554449
650 4 $a Individual & family studies. $3 2122770
690 $a 0628
710 2 $a Stanford University. $e degree granting institution. $3 3765820
720 1 $a Dweck, Carol $e degree supervisor.
720 1 $a Markman, Ellen $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-05A.
790 $a 0212
791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31643390