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The Specificity of Parenting Effects: Differential Relations of Parent Praise and Criticism to Children’s Theories of Intelligence and Learning Goals

机译：育儿效果的特殊性：父母的赞美和批评与孩子的智力和学习目标理论之间的区别关系

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Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Further, parent praise is associated with children’s incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 1st- to 8th-graders, Study 2: N = 282 5th- and 8th-graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was non-significant, and did not vary with children’s grade level. In both studies, overall perceived parent praise positively related to children’s learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children’s learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism could explain age-related differences in children’s learning goals. Results suggest that incremental theories of intelligence and learning goals may not be strongly related in childhood, and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct.
机译：那些相信可以通过努力来提高智力的人（一种渐进式的智力理论），并且以提高他们的理解为目标（学习目标）来应对挑战的人往往会获得更高的学术成就。此外，父母的称赞与孩子不断增加的理论和学习目标有关。但是，父母批评的影响以及赞美和批评的不同形式（例如，过程与人的对立）受到的关注较少。我们通过分析两个现有数据集（研究1：N = 317 1 st -至8 -graders，研究2：N = 282 5 th）来检查这些关联-和第8 级。在两项研究中，年龄较大的孩子比年龄较小的孩子拥有更多的智力理论，但学习目标却较低。出乎意料的是，智力理论与学习目标之间的关系并不重要，并且不会随着孩子的年级而变化。在两项研究中，总体上父母感知到的赞美与儿童的学习目标成正比，而父母感知方面的批评与智力的增量理论成反比。在研究2中，父母对过程的赞美是儿童学习目标的唯一重要（积极）预测指标，而父母对父母的批评​​是对增量智力理论的唯一（不利）预测指标。最后，研究2为我们的假设提供了支持，该假设是，与父母有关的赞美和批评中与年龄有关的差异可以解释儿童学习目标中与年龄有关的差异。结果表明，智力和学习目标的增量理论可能在童年时代并没有密切相关，并且父母的赞美和批评与每种动机结构都具有重要但截然不同的关系。

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