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Abstract Although students’ implicit theories about ability are known to predict successful learning and achievement, parents’ implicit theories about ability have received little attention. Thus, we investigated the influence of… Click to show full abstract
Abstract Although students’ implicit theories about ability are known to predict successful learning and achievement, parents’ implicit theories about ability have received little attention. Thus, we investigated the influence of parents’ theories about ability on their children’s academic achievement and the mechanisms behind this influence. We used a structural equation model to examine data from parents and their fourth-grade children in Germany (N = 723). The extent of parents’ incremental theories predicted (a) the extent of children’s incremental theories (β = .41, p
Journal Title: Contemporary Educational Psychology
Year Published: 2018
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