A Phase Model of Transitions: Cognitive and Motivational Consequences
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Gender: Awareness, Identity, and Stereotyping
2020, Encyclopedia of Infant and Early Childhood DevelopmentThe role of mothers’ beliefs in students’ self-concept of ability development
2018, Learning and Individual DifferencesCitation Excerpt :Besides the obvious need to replicate these studies' findings with other samples, neither of them focused on critical educational transitions. It has been argued that during school transitions, students are particularly sensitive to external feedback, such as parental beliefs regarding their competencies (Ruble, 1994). Consequently, there is a need for a novel understanding of students' self-concept of ability development and the role of mothers' beliefs on this development during the different transition phases.
I can do this! The development and calibration of children's expectations for success and competence beliefs
2018, Developmental ReviewCitation Excerpt :Peers also have a major impact on children’s developing expectancy-related beliefs and motivation more generally (Kindermann, 1993; Ladd, Herald-Brown, & Kochel, 2009; Ryan & Ladd, 2012). As discussed earlier, same age peers are the ones to whom children compare themselves, and these comparisons have a strong influence on children’s developing expectancy beliefs during the school years (Butler, 2005; Marsh et al., 2008; Ruble, 1983, 1994). In school children often work in groups with their peers, and can build their actual and perceived competencies through these activities (Slavin, 1995).
The influence of center-based care on young children's gender development
2020, Journal of Applied Developmental PsychologyCitation Excerpt :Many models of gender role development contend that children not only learn, but also construct gender by actively attending to cues in their social environments, such as media representations of gender (Halim, Ruble, & Tamis-LeMonda, 2013). Such cognitive theories of gender development (Martin & Halverson Jr, 1981; Ruble, 1994; Tobin et al., 2010) have grown out of Piaget's (1961) view of children as active learners. These theories propose that gender cognitions promote biased gender attitudes and gender-typed behaviors as children attempt to conform to the stereotypes that they learn (Halim & Ruble, 2010).
Information shaping
2024, Journal of the Association for Information Science and TechnologyStereotypes of adolescence: Cultural differences, consequences, and intervention
2023, Child Development Perspectives