Pomerantz Eva M, Dong Wei
Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA.
Dev Psychol. 2006 Sep;42(5):950-61. doi: 10.1037/0012-1649.42.5.950.
There is much evidence that parents' perceptions of children's competence affect the development of children's academic functioning. In the current research, the possibility that this is moderated by parents' theories about the stability of competence was examined. In a 2-wave, 1-year study of 126 children (9 to 12 years old) and their mothers, children's academic functioning (i.e., grades, perceptions of competence, attributions for performance, and mastery orientation) and affective functioning (i.e., self-esteem and depressive symptoms) were examined. Among mothers with relatively high entity theories, their perceptions acted as self-fulfilling prophecies foreshadowing children's academic and affective functioning over time. However, among mothers with relatively low entity theories, mothers' perceptions did not predict children's academic and affective functioning.
有大量证据表明，父母对孩子能力的认知会影响孩子学业表现的发展。在当前的研究中，我们考察了父母关于能力稳定性的理论是否会对此产生调节作用。在一项针对126名儿童（9至12岁）及其母亲的为期一年的两阶段研究中，我们考察了儿童的学业表现（即成绩、能力认知、对成绩的归因以及掌握取向）和情感功能（即自尊和抑郁症状）。在实体理论相对较强的母亲中，她们的认知起到了自我实现预言的作用，预示着孩子随着时间推移在学业和情感功能方面的表现。然而，在实体理论相对较弱的母亲中，母亲的认知并不能预测孩子的学业和情感功能。
