Browse
Submit Data
Databases
API
Help

Dataset Information

28 Views

0 Connections

0 Citations

0 Reanalyses

0 Downloads

Omics score: 0

Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later.

ABSTRACT: In laboratory studies, praising children's effort encourages them to adopt incremental motivational frameworks--they believe ability is malleable, attribute success to hard work, enjoy challenges, and generate strategies for improvement. In contrast, praising children's inherent abilities encourages them to adopt fixed-ability frameworks. Does the praise parents spontaneously give children at home show the same effects? Although parents' early praise of inherent characteristics was not associated with children's later fixed-ability frameworks, parents' praise of children's effort at 14-38 months (N = 53) did predict incremental frameworks at 7-8 years, suggesting that causal mechanisms identified in experimental work may be operating in home environments.

SUBMITTER: Gunderson EA

PROVIDER: S-EPMC3655123 | biostudies-literature | 2013 Sep-Oct

REPOSITORIES: biostudies-literature

ACCESS DATA

Json Xml

Publications

Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later.

Gunderson Elizabeth A EA Gripshover Sarah J SJ Romero Carissa C Dweck Carol S CS Goldin-Meadow Susan S Levine Susan C SC

Child development 20130211 5

In laboratory studies, praising children's effort encourages them to adopt incremental motivational frameworks--they believe ability is malleable, attribute success to hard work, enjoy challenges, and generate strategies for improvement. In contrast, praising children's inherent abilities encourages them to adopt fixed-ability frameworks. Does the praise parents spontaneously give children at home show the same effects? Although parents' early praise of inherent characteristics was not associate ...[more]

PMID: 23397904

Similar Datasets

Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets.

Project description:In a previous study, parent-child praise was observed in natural interactions at home when children were 1, 2, and 3 years of age. Children who received a relatively high proportion of process praise (e.g., praise for effort and strategies) showed stronger incremental motivational frameworks, including a belief that intelligence can be developed and a greater desire for challenge, when they were in 2nd or 3rd grade (Gunderson et al., 2013). The current study examines these same children's (n = 53) academic achievement 1 to 2 years later, in 4th grade. Results provide the first evidence that process praise to toddlers predicts children's academic achievement (in math and reading comprehension) 7 years later, in elementary school, via their incremental motivational frameworks. Further analysis of these motivational frameworks shows that process praise had its effect on fourth grade achievement through children's trait beliefs (e.g., believing that intelligence is fixed vs. malleable), rather than through their learning goals (e.g., preference for easy vs. challenging tasks). Implications for the socialization of motivation are discussed. (PsycINFO Database Record

| S-EPMC5826820 | biostudies-literature

Quality of early parent input predicts child vocabulary 3 years later.

Project description:Children vary greatly in the number of words they know when they enter school, a major factor influencing subsequent school and workplace success. This variability is partially explained by the differential quantity of parental speech to preschoolers. However, the contexts in which young learners hear new words are also likely to vary in referential transparency; that is, in how clearly word meaning can be inferred from the immediate extralinguistic context, an aspect of input quality. To examine this aspect, we asked 218 adult participants to guess 50 parents' words from (muted) videos of their interactions with their 14- to 18-mo-old children. We found systematic differences in how easily individual parents' words could be identified purely from this socio-visual context. Differences in this kind of input quality correlated with the size of the children's vocabulary 3 y later, even after controlling for differences in input quantity. Although input quantity differed as a function of socioeconomic status, input quality (as here measured) did not, suggesting that the quality of nonverbal cues to word meaning that parents offer to their children is an individual matter, widely distributed across the population of parents.

| S-EPMC3710871 | biostudies-literature

Adult Children's Educational Attainment and Parent Health in Mid- and Later-Life.

Project description:ObjectivesIntergenerational models of adult health contend that children's educational attainments influence the health and well-being of their parents. However, it is unclear how much of this association is confounded by background characteristics that predict both children's educational attainments and parents' subsequent health, particularly in the United States.MethodsData from the National Longitudinal Study of Adolescent to Adult Health Parent Study are used to examine how having no children who completed college influences parents' self-rated health and depressive symptoms. We rely on propensity score methods to more squarely assess this relationship net of potential confounding bias and to test for heterogeneity in the consequences associated with having no children who completed college.ResultsHaving no children who completed college is negatively associated with parents' self-rated health and positively associated with depressive symptoms. After statistically balancing differences in background characteristics between groups, these associations remain, though the magnitude of the coefficients is attenuated. Supplemental matching analyses suggest that while the association between children's education and self-rated health might be spurious, the association with depressive symptoms is more robust. Additionally, among parents with the highest propensity for having no children who complete college, the consequences on depressive symptoms are greatest.DiscussionThis study pays particular attention to selection-related concerns surrounding the association between offspring educational attainment and parent well-being in the United States. These findings are important given the call for investments in children's educational opportunities as promoting both the well-being of adult children and their parents.

| S-EPMC8557833 | biostudies-literature

Associations of 3-year-olds' block-building complexity with later spatial and mathematical skills.

Project description:Block-building skills at age 3 are related to spatial skills at age 5 and spatial skills in grade school are linked to later success in science, technology, engineering, and mathematics (STEM) fields (Wai, Lubinski, & Benbow, 2009; Wai, Lubinski, Benbow, & Steiger, 2010). Though studies have focused on block-building behaviors and design complexity, few have examined these variables in relation to future spatial and mathematical skills or have considered how children go about copying the model in detail. This study coded 3-year-olds' (N = 102) block-building behaviors and structural complexity on 3-D trials of the Test of Spatial Assembly (TOSA; Verdine, Golinkoff, Hirsh-Pasek, & Newcombe, 2017). It explored whether individual differences in children's building behaviors and the complexity of their designs related to accuracy in copying the model block structures or their spatial and mathematical skills at ages 4 and 5. Our findings reveal that block-building behaviors were associated with concurrent and later spatial skills while structural complexity was associated with concurrent and later spatial skills as well as concurrent mathematics skills. Future work might teach children to engage in the apparently successful block-building strategies examined in this research to evaluate a potential causal mechanism.

| S-EPMC7954229 | biostudies-literature

Early-Life Parent-Child Relationships and Adult Children's Support of Unpartnered Parents in Later Life.

Project description:OBJECTIVES:The proportion of older adults who are unpartnered has increased significantly over the past 25 years. Unpartnered older adults often rely on their adult children for support. Most previous studies have focused on proximal factors associated with adult children's support of their parents, while few have examined distal factors, such as parent-child relationships formed during childhood. This study fills the gap by investigating the direct and indirect associations between early-life parent-child relationships and adult children's upward transfers to unpartnered parents. METHOD:Data came from two supplements to the Panel Study of Income Dynamics, in which respondents were asked about their relationships with mothers and fathers before age 17 and their transfers of time and money to parents in 2013. Path models were estimated for unpartnered mother-adult child dyads and father-adult child dyads separately. RESULTS:For adult children of unpartnered mothers, psychological closeness has a direct, positive association with time transfer, while physical violence has an indirect association with time transfer through adult children's marital status. For adult children of unpartnered fathers, psychological closeness has neither a direct nor an indirect association with time or money transfer, but physical violence has a direct, negative association with time transfer. DISCUSSION:Early-life parent-child relationships play a pivotal role in influencing adult children's caregiving behavior, both directly and indirectly. Our findings suggest that by improving their relationships with children early in life, parents may be able to increase the amount of time transfer that they receive in late life.

| S-EPMC6566332 | biostudies-literature

Clinical neuroprediction: Amygdala reactivity predicts depressive symptoms 2 years later.

Project description:Depression is linked to increased amygdala activation to neutral and negatively valenced facial expressions. Amygdala activation may be predictive of changes in depressive symptoms over time. However, most studies in this area have focused on small, predominantly female and homogenous clinical samples. Studies are needed to examine how amygdala reactivity relates to the course of depressive symptoms dimensionally, prospectively and in populations diverse in gender, race and socioeconomic status. A total of 156 men from predominately low-income backgrounds completed an fMRI task where they viewed emotional facial expressions. Left and right amygdala reactivity to neutral, but not angry or fearful, facial expressions relative to a non-face baseline at age 20 predicted greater depressive symptoms 2 years later, controlling for age 20 depressive symptoms. Heightened bilateral amygdala reactivity to neutral facial expressions predicted increases in depressive symptoms 2 years later in a large community sample. Neutral facial expressions are affectively ambiguous and a tendency to interpret these stimuli negatively may reflect to cognitive biases that lead to increases in depressive symptoms over time. Individual differences in amygdala reactivity to neutral facial expressions appear to identify those at most risk for a more problematic course of depressive symptoms across time.

| S-EPMC4884317 | biostudies-literature

Children's Spatial Representations: 3- and 4-Year-Olds are Affected by Irrelevant Peripheral References.

Project description:Children as young as 3 years can remember an object's location within an arrangement and can retrieve it from a novel viewpoint (Nardini et al., 2006). However, this ability is impaired if the arrangement is rotated to compensate for the novel viewpoint, or, if the arrangement is rotated and children stand still. There are two dominant explanations for this phenomenon: self-motion induces an automatic spatial updating process which is beneficial if children move around the arrangement, but misleading if the children's movement is matched by the arrangement and not activated if children stand still and only the arrangement is moved (see spatial updating; Simons and Wang, 1998). Another explanation concerns reference frames: spatial representations might depend on peripheral spatial relations concerning the surrounding room instead on proximal relations within the arrangement, even if these proximal relations are sufficient or more informative. To evaluate these possibilities, we rotated children (N = 120) aged between 3 and 6 years with an occluded arrangement. When the arrangement was in misalignment to the surrounding room, 3- and 4-year-olds' spatial memory was impaired and 5-year-olds' was lightly impaired suggesting that they relied on peripheral references of the surrounding room for retrieval. In contrast, 6-years-olds' spatial representation seemed robust against misalignment indicating a successful integration of spatial representations.

| S-EPMC4639604 | biostudies-literature

Preference on cash-choice task predicts externalizing outcomes in 17-year-olds.

Project description:Delay-discounting, the tendency to prefer a smaller-sooner reward to a larger-later reward, has been associated with a range of externalizing behaviors. Laboratory delay-discounting tasks have emerged as a useful measure to index impulsivity and a proclivity towards externalizing pyschopathology. While many studies demonstrate the existence of a latent externalizing factor that is heritable, there have been few genetic studies of delay-discounting. Further, the increased vulnerability for risky behavior in adolescence makes adolescent samples an attractive target for future research, and expeditious, ecologically-valid delay-discounting measures are helpful in this regard. The primary goal of this study was to help validate the utility of a "cash-choice" measure for use in a sample of older adolescents. We used a sample of 17-year-old twins (n = 791) from the Minnesota Twin Family Enrichment study. Individuals who chose the smaller-sooner reward were more likely to have used a range of addictive substances, engaged in sexual intercourse, and earned lower GPAs. Best fitting biometric models from univariate analyses supported the heritability of cash-choice and externalizing, but bivariate modeling results indicated that the correlation between cash-choice and externalizing was determined largely by shared environmental influences, thus failing to support cash-choice as a possible endophenotype for externalizing in this age group. Our findings lend further support to the utility of cash-choice as a measure of individual differences in decision making and suggest that, by late adolescence, this task indexes shared environmental risk for externalizing behavior.

| S-EPMC4032562 | biostudies-literature

Infant behavioral reactivity predicts change in amygdala volume 12 years later.

Project description:The current study examined the link between temperamental reactivity in infancy and amygdala development in middle childhood. A sample (n = 291) of four-month-old infants was assessed for infant temperament, and two groups were identified: those exhibiting negative reactivity (n = 116) and those exhibiting positive reactivity (n = 106). At 10 and 12 years of age structural imaging was completed on a subset of these participants (n = 75). Results indicate that, between 10 and 12 years of age, left amygdala volume increased more slowly in those with negative compared to positive reactive temperament. These results provide novel evidence linking early temperament to distinct patterns of brain development over middle childhood.

| S-EPMC7096757 | biostudies-literature

See me through my eyes: Adolescent-parent agreement in personality predicts later self-esteem development.

Project description:Achieving a clear view of one's personality is a challenging but crucial developmental task during adolescence, which has enduring influences. This task might be harder if significant others see individuals differently from how the adolescents see themselves. Supporting this, the looking-glass-self theory suggests that significant others constitute a social mirror into which the individual gazes to form his/her self-view. The present study was the first to longitudinally examine whether self-other agreement in personality during adolescence (i.e., self-parent and self-friend agreement at age 12 and self-mother and self-father agreement at age 17) promote self-esteem development from age 17 to 29 years (N =186, 53% boys). Results for girls consistently confirmed the hypothesized beneficial effect of self-parent agreement, while the picture was more complicated for boys. That is, for girls, self-parent agreement at age 12 and age 17 both predicted steeper increases in self-esteem. For boys, steeper self-esteem development was predicted by higher self-parent agreement at age 12, but unexpectedly, also by lower self-parent agreement at age 17. All these results remained after controlling for (self-rated) personality. Moreover, self-friend agreement did not show any effects on self-esteem development, suggesting that the influence of peers' convergence with self-views during early adolescence may not be as prominent as parents'. Results are discussed from the perspective of self-view formation and maintenance during adolescence and young adulthood. The present study sheds light on the longitudinal effect of one's own view of personality being shared by important others on self-esteem development.

| S-EPMC5734374 | biostudies-literature

OmicsDI is part of the ELIXIR infrastructure

OmicsDI is an Elixir interoperability service. Learn more ›

Tweets

OmicsDI Databases

PRIDE
PeptideAtlas
MassIVE
JPOST Repository
Physiome Model Repository

EGA
EVA
ENA
LINCS
PAXDB
Cell Collective

MetaboLights
Metabolomics Workbench
MetabolomeExpress
GNPS
BioModels
FAIRDOMHub

ArrayExpress
dbGaP
ExpressionAtlas
GEO
NODE

Information

Databases
Help
API
Contact us
Code on GitHub
Terms of use
Submit Data