Top

Gepubliceerd in:

17-08-2016 | Original Paper

Parents’ Intelligence Mindsets Relate to Child Internalizing Problems: Moderation Through Child Gender

Auteurs: Jessica L. Schleider, Hans S. Schroder, Sharon L. Lo, Megan Fisher, Judith H. Danovitch, John R. Weisz, Jason S. Moser

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 12/2016

Abstract

Parental belief systems can strongly influence children’s affect, behavior, and mental health. However, associations between specific kinds of parental beliefs and children’s mental health have not been thoroughly explored. One relevant belief system is parental intelligence mindset: beliefs about the malleability of intelligence. Children of parents who view intelligence as static (known as a fixed intelligence mindset), rather than malleable through effort (known as a growth intelligence mindset), experience more academic, self-regulatory, and motivational difficulty. However, associations between parental intelligence mindset and child mental health problems are unclear. Accordingly, we tested whether parents’ intelligence mindsets related to internalizing problems in their children (N = 131, ages 5–8). Overall, parents with stronger fixed intelligence mindsets had children with greater internalizing problems, particularly social anxiety (characterized by fear of negative evaluation). Results further revealed that parents’ fixed intelligence mindsets were associated with overall internalizing problems and depressive symptoms in boys, but not girls. Results are the first to suggest and parse direct links between parents’ intelligence mindsets and youth internalizing problems.

vorige artikel The Association of Fly-in Fly-out Employment, Family Connectedness, Parental Presence and Adolescent Wellbeing

volgende artikel The Care and Development of Children Living in Contexts of Poverty

Alleen toegankelijk voor geautoriseerde gebruikers

Achenbach, T. M., & Edelbrock, C. S. (1987). Manual for the youth self-report and profile. Burlington, VT: University of Vermont, Department of Psychiatry.

Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Sage.

Alloy, L. B., Abramson, L. Y., Whitehouse, W. G., Hogan, M. E., Panzarella, C., & Rose, D. T. (2006). Prospective incidence of first onsets and recurrences of depression in individuals at high and low cognitive risk for depression. Journal of Abnormal Psychology, 115, 145.CrossRefPubMed

Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22(3), 269–298.CrossRefPubMed

Anderson, J. C., Williams, S., McGee, R., & Silva, P. A. (1987). DSM-III disorders in preadolescent children: Prevalence in a large sample from the general population. Archives of General Psychiatry, 44(1), 69–76.CrossRefPubMed

Behar, E., Alcaine, O., Zuellig, A. R., & Borkovec, T. D. (2003). Screening for generalized anxiety disorder using the Penn State Worry Questionnaire: a receiver operating characteristic analysis. Journal of Behavior Therapy and Experimental Psychiatry, 34(1), 25–43.CrossRefPubMed

Bögels, S. M., & Brechman-Toussaint, M. L. (2006). Family issues in child anxiety: Attachment, family functioning, parental rearing and beliefs. Clinical Psychology Review, 26, 834–856.CrossRefPubMed

Bornstein, M. H. (Ed.). (2006). Handbook of parenting: volume 4 social conditions and applied parenting. Hove: Psychology Press.

Bredemeier, K., Spielberg, J. M., Silton, R. L., Berenbaum, H., Heller, W., & Miller, G. A. (2010). Screening for depressive disorders using the Mood and Anxiety Symptoms Questionnaire Anhedonic Depression Scale: a receiver-operating characteristic analysis. Psychological Assessment, 22, 702–710.CrossRefPubMedPubMedCentral

Brown, T. A. (2003). Confirmatory factor analysis of the Penn State Worry Questionnaire: Multiple factors or method effects? Behaviour Research and Therapy, 41(12), 1411–1426.CrossRefPubMed

Buckby, J. A., Yung, A. R., Cosgrave, E. M., & Killackey, E. J. (2007). Clinical utility of the Mood and Anxiety Symptom Questionnaire (MASQ) in a sample of young help-seekers. BMC Psychiatry, 7, 50.CrossRefPubMedPubMedCentral

Bugental, D. B., & Johnston, C. (2000). Parental and child cognitions in the context of the family. Annual Review of Psychology, 51, 315–344.CrossRefPubMed

Burhans, K. K., & Dweck, C. S. (1995). Helplessness in early childhood: The role of contingent worth. Child Development, 66, 1719–1738.CrossRefPubMed

Burstein, M., Ginsburg, G. S., & Tein, J. -Y. (2010). Parental anxiety and child symptomatology: an examination of additive and interactive effects of parent psychopathology. Journal of Abnormal Child Psychology, 38(7), 897–909.CrossRefPubMedPubMedCentral

Campo, J. V., Bridge, J., Ehmann, M., Altman, S., Lucas, A., Birmaher, B., et al. (2004). Recurrent abdominal pain, anxiety, and depression in primary care. Pediatrics, 113(4), 817–824.CrossRefPubMed

Chorpita, B. F., Moffitt, C. E., & Gray, J. (2005). Psychometric properties of the revised child anxiety and depression scale in a clinical sample. Behaviour Research and Therapy, 43, 309–322.CrossRefPubMed

Cohen, P., & Brook, J. (1987). Family factors related to the persistence of psychopathology in childhood and adolescence. Psychiatry, 50(4), 332–345.CrossRefPubMed

Comer, J.S., Puliafico, A. C., Aschenbrand, S. G., McKnight, K., Robin, J. A., Goldfine, M. E., & Albano, A. M. (2012). A pilot feasibility evaluation of the CALM Program for anxiety disorders in early childhood. Journal of Anxiety Disorders, 26(1), 40–49.CrossRefPubMed

Copeland, W. E., Wolke, D., Shanahan, L., & Costello, E. J. (2015). Adult functional outcomes of common childhood psychiatric problems: A prospective, longitudinal study. JAMA Psychiatry, 72, 892–899.CrossRefPubMedPubMedCentral

Cyranowski, J. M., Frank, E., Young, E., & Shear, M.K. (2000). Adolescent onset of the gender difference in lifetime rates of major depression: A theoretical model. Archives of General Psychiatry, 57(1), 21–27.CrossRefPubMed

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Springer Science & Business Media.CrossRef

Dix, T., Reinhold, D. P., & Zambarano, R. J. (1990). Mothers’ judgments in moments of anger. Merrill Palmer Quarterly, 36, 465–486.

Durbin, C. E., & Wilson, S. (2012). Convergent validity of and bias in maternal reports of child emotion. Psychological Assessment, 24, 647–660.CrossRefPubMed

Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Hove: Psychology Press.

Dweck, C. S., Chiu, C. Y., & Hong, Y. Y. (1995). Implicit theories and their role in judgments and reactions: A word from two perspectives. Psychological Inquiry, 6(4), 267–285.CrossRef

De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies in the assessment of childhood psychopathology: a critical review, theoretical framework, and recommendations for further study. Psychological Bulletin,131, 483–509.CrossRefPubMed

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256.CrossRef

Ebesutani, C., Bernstein, A., Nakamura, B. J., Chorpita, B. F., Weisz, J. R., et al. (2010). A psychometric analysis of the revised child anxiety and depression scale-parent version in a clinical sample. Journal of Abnormal Child Psychology, 38(2), 249–260.CrossRefPubMed

Ebesutani, C., Chorpita, B. F., Higa-McMillan, C. K., Nakamura, B. J., Regan, J., & Lynch, R. E. (2011). A psychometric analysis of the Revised Child Anxiety and Depression Scales–parent version in a school sample. Journal of Abnormal Child Psychology, 39, 173–185.CrossRefPubMed

Eccles, J. S., Jacobs, J. E., & Harold, R. D. (1990). Gender role stereotypes, expectancy effects, and parents’ socialization of gender differences. Journal of Social Issues, 46(2), 183–201.CrossRef

Erdley, C. A., Cain, K. M., Loomis, C. C., Dumas-Hines, F., & Dweck, C. S. (1997). Relations among children’s social goals, implicit personality theories, and responses to social failure, 33(2), 263–272.

Faria, L., & Fontaine, A. M. (1989, July). Implicit conceptions of intelligence scale. Paper presented at the First European Congress of Psychology, Amsterdam.

Gleason, M. M., Zeanah, C. H., & Dickstein, S. (2010). Recognizing young children in need of mental health assessment: development and preliminary validity of the early childhood screening assessment. Infant Mental Health Journal, 31(3), 335–357.CrossRef

Goodman, R. (1999). The extended version of the Strengths and Difficulties Questionnaire as a guide to child psychiatric caseness and consequent burden. Journal of Child Psychology and Psychiatry, 40(05), 791–799.CrossRefPubMed

Gunderson, E. A., Gripshover, S. J., Romero, C., Dweck, C. S., Goldin‐Meadow, S., & Levine, S. C. (2013). Parent praise to 1‐to 3‐year‐olds predicts children’s motivational frameworks 5 years later. Child Development, 84(5), 1526–1541.CrossRefPubMedPubMedCentral

Haimovitz, K., & Dweck, C. S. (2016). What predicts children’s fixed and growth intelligence mind-sets? Not their parents’ views of intelligence but their parents’ views of failure. Psychological Science, 27, 1043–1046.CrossRef

Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: a review and synthesis. Psychological Bulletin, 128(5), 774.CrossRefPubMed

Hirshfeld-Becker, D. R., Masek, B., Henin, A., Blakely, L. R., Pollock-Wurman, R. A., McQuade, J., ... & Biederman, J. (2010). Cognitive behavioral therapy for 4-to 7-year-old children with anxiety disorders: a randomized clinical trial. Journal of Consulting and Clinical Psychology, 78, 498–510.CrossRefPubMed

Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology, 77(3), 588.CrossRef

Ivanova, M. Y., Achenbach, T. M., Rescorla, L. A., Harder, V. S., Ang, R. P., Bilenberg, N., et al. (2010). Preschool psychopathology reported by parents in 23 societies: Testing the seven-syndrome model of the child behavior checklist for ages 1.5–5. Journal of the American Academy of Child & Adolescent Psychiatry, 49(12), 1215–1224.

Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835–847.CrossRefPubMed

Kast, A., & Connor, K. (1988). Sex and age differences in response to informational and controlling feedback. Personality and Social Psychology Bulletin, 14(3), 514–523.CrossRef

Kenney-Benson, G. A., Pomerantz, E. M., Ryan, A. M., & Patrick, H. (2006). Sex differences in math performance: The role of children’s approach to schoolwork. Developmental Psychology, 42(1), 11.CrossRefPubMed

Koestner, R., Zuckerman, M., & Koestner, J. (1989). Attributional focus of praise and children’s intrinsic motivation the moderating role of gender. Personality and Social Psychology Bulletin, 15(1), 61–72.CrossRef

Leggett, E. L. (1985, March). Children’s entity and incremental theories of intelligence: Relationships to achievement behavior. Paper presented at the annual meeting of the Eastern Psychological Association, Boston.

Lytton, H., & Romney, D. M. (1991). Parents’ differential socialization of boys and girls: A meta analysis. Psychological Bulletin, 109(2), 267.CrossRef

McLeod, B. D., Wood, J. J., & Weisz, J. R. (2007). Examining the association between parenting and childhood anxiety: A meta-analysis. Clinical Psychology Review, 27, 155–72.CrossRefPubMed

Meyer, T. J., Miller, M. L., Metzger, R. L., & Borkovec, T. D. (1990). Development and validation of the Penn State worry questionnaire. Behaviour Research and Therapy, 28, 487–495.CrossRefPubMed

Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102, 246–268.CrossRefPubMed

Moorman, E. A., & Pomerantz, E. M. (2008). Mothers’ Cognitions about Children's Self-control: Implications for Mothers' Responses to Children's Helplessness. Social Development, 17, 960–979.CrossRef

Moorman, E. A., & Pomerantz, E. M. (2010). Ability mindsets influence the quality of mothers’ involvement in children’s learning: An experimental investigation. Developmental Psychology, 46(5), 1354.CrossRefPubMed

Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33.CrossRefPubMed

Ng, F. F. Y., Pomerantz, E. M., & Lam, S. F. (2007). European American and Chinese parents’ responses to children’s success and failure: implications for children’s responses. Developmental Psychology, 43(5), 1239.CrossRefPubMed

Pine, D. S., & Leibenluft, E. (2015). Biomarkers with a mechanistic focus. JAMA psychiatry, 72(7), 633–634.CrossRefPubMed

Pomerantz, E. M., & Dong, W. (2006). Effects of mothers’ perceptions of children's competence: the moderating role of mothers' theories of competence. Developmental Psychology, 42, 950–961.CrossRefPubMed

Pomerantz, E. M., & Kempner, S. G. (2013). Mothers’ daily person and process praise: implications for children's theory of intelligence and motivation. Developmental Psychology, 49, 2040–2046.CrossRef

Pomerantz, E. M., & Moorman, E. A. (2010). Parents’ involvement in children’s school lives: A context for children’s development. In J. Meece and J. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 398–416). New York: Routledge.

Schleider, J. L., Abel, M. R., & Weisz, J. R. (2015). Implicit theories and youth mental health problems: A random-effects meta-analysis. Clinical Psychology Review, 35, 1–9.CrossRefPubMed

Schleider, J. L., & Weisz, J. R. (2016). Implicit theories relate to youth psychopathology, but how? A longitudinal test of two predictive models. Child Psychiatry & Human Development, 47, 603–617.CrossRef

Schroder, H. S., Dawood, S., Yalch, M. M., Donnellan, M. B., & Moser, J. S. (2015). The role of implicit theories in mental health symptoms, emotion regulation, and hypothetical treatment choices in college students. Cognitive Therapy and Research, 39(2), 120–139.CrossRef

Schroder, H. S., Dawood, S., Yalch, M. M., Donnellan, M. B., & Moser, J. S. (2016). Evaluating the domain specificity of mental health-related mindsets. Social Psychological and Personality Science, 7, 508–520.CrossRef

Shih, S. (2011). Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students’ Academic Engagement. The Journal of Educational Research, 104, 131–142.CrossRef

Strassberg, Z. (1995). Social information processing in compliance with situations by mothers of behavior-problem boys. Child Development, 66, 376–389.CrossRefPubMed

Watson, D., & Clark, L. A. (1991). The mood and anxiety symptom questionnaire. Unpublished manuscript. Iowa City, IA: University of Iowa.

Watson, D., & Clark, L. A. (1995). Depression and the melancholic temperament. European Journal of Personality, 9, 351–366.CrossRef

Titel: Parents’ Intelligence Mindsets Relate to Child Internalizing Problems: Moderation Through Child Gender
Auteurs: Jessica L. Schleider
Hans S. Schroder
Sharon L. Lo
Megan Fisher
Judith H. Danovitch
John R. Weisz
Jason S. Moser
Publicatiedatum: 17-08-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 12/2016
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-016-0513-7

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2016

Erratum to: Child Welfare Involved Parents and Pathways Triple P: Perceptions of Program Acceptability and Appropriateness

Parental Migration and Rural Left-Behind Children’s Mental Health in China: A Meta-Analysis Based on Mental Health Test

Expressed Emotion in Mothers of School-Age Children: Relations to Maternal Maltreatment and Parenting Behavior

Family Conflict Moderates the Relation Between Negative Mood and Youth Internalizing and Externalizing Symptoms

Affect in Play Scale-Preschool Version: Validation on a Sample of School Age Italian Children

Michael Kimmel: Guyland: Where Boys Become Men [DVD]