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首页> 外文期刊>Merrill-Palmer quarterly >Parents' causal attributions concerning their children's school achievement: A longitudinal study
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Parents' causal attributions concerning their children's school achievement: A longitudinal study

机译：父母对子女学习成绩的因果归因：一项纵向研究

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摘要

The present study investigated the causes to which parents attribute their children's academic successes and failures during children's transition from preschool to primary school. It followed 182 mothers and 167 fathers of 207 children. The parents completed a questionnaire concerning their causal attributions, level of education, and parenting styles in the middle of the preschool year and during Grades 1 and 2. The children's performance in reading and mathematics was tested at the beginning of the preschool year. The results showed that, while the children were in preschool, parents attributed their children's success to ability and teaching. When the children moved to primary school, parents increasingly attributed their children's success to ability whereas they typically attributed failure to lack of effort. Furthermore, the higher the level of performance the children showed, the more the parents attributed their children's success to ability and the less they attributed it to teaching.
机译：本研究调查了在孩子从学龄前过渡到小学期间，父母将孩子的学业成就和失败归因于父母的原因。紧随其后的是207个孩子的182位母亲和167位父亲。父母完成了关于他们的因果归因，教育水平以及学龄前儿童在1年级和2年级期间的问卷调查。在学龄开始之初，对孩子的阅读和数学成绩进行了测试。结果表明，在孩子上学前班时，父母将孩子的成功归功于能力和教学。当孩子上小学时，父母越来越多地将孩子的成功归因于能力，而他们通常将失败归因于缺乏努力。此外，孩子表现出的绩效水平越高，父母将他们的成功归功于能力越强，而将其归因于教学则越少。

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