Department of Educational Psychology, University of Georgia, Athens, Georgia, USA.
Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA.
Child Dev. 2022 Nov;93(6):e639-e655. doi: 10.1111/cdev.13834. Epub 2022 Jul 29.
A new parent-report measure was used to examine parents' person and process responses to children's math performance. Twice over a year from 2017 to 2020, American parents (N = 546; 80% mothers, 20% other caregivers; 62% white, 21% Black, 17% other) reported their responses and math beliefs; their children's (M = 7.48 years; 50% girls, 50% boys) math adjustment was also assessed. Factor analyses indicated parents' person and process responses to children's math success and failure represent four distinct, albeit related, responses. Person (vs. process) responses were less common and less likely to accompany views of math ability as malleable and failure as constructive (|r|s = .16-.23). The more parents used person responses, the poorer children's later math adjustment (|β|s = .06-.16).
一种新的家长报告衡量标准被用来考察家长对孩子数学表现的个人和过程反应。2017 年至 2020 年，美国家长（N=546；80%为母亲，20%为其他照顾者；62%为白人，21%为黑人，17%为其他族裔）两次在一年多的时间里报告了他们的反应和数学信念；他们孩子的（M=7.48 岁；50%为女孩，50%为男孩）数学适应能力也得到了评估。因素分析表明，家长对孩子数学成功和失败的个人和过程反应代表了四种不同但相关的反应。个人（而非过程）反应较少见，不太可能将数学能力视为可塑的，将失败视为建设性的（|r|s=.16-.23）。父母越倾向于使用个人反应，孩子以后的数学适应能力就越差（|β|s=.06-.16）。
