?

The Relationship Between Parents’ Failure Mindsets and Children’s Fixed Mindsets: A Longitudinal Study Based on Response Surface Analysis

  • Chunhui LIU ,
  • Junyi ZHANG ,
  • Sijia LIU ,
  • Xiaolin GUO ,
  • Liang LUO
Expand
  • 1. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875
    2. Mental Health Education and Counseling Center, Anyang Normal University, Anyang 455000
    3. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875

Received date: 2022-06-23

  Online published: 2023-09-13

Copyright

, 2023, Copyright reserved © 2023.

Abstract

Clarifying the relationship between parents’ failure mindsets and children’s fixed mindsets is important for shaping children’s mindsets. In the present study, 3680 fifth-grade children and their parents were surveyed to explore the relationship between the congruence and discrepancy of parents’ failure mindsets and children’s fixed mindsets. Results showed that: 1) The congruence of parents’ failure mindsets had a significant impact on children’s fixed mindsets. When parents’ failure mindsets reached congruence, parents’ failure-is-debilitating mindsets were positively related to children’s fixed mindsets. 2) Direction of the discrepancy of parents’ failure mindsets had a significant impact on children’s fixed mindsets. Children’s fixed mindsets were higher when fathers’ failure-is-debilitating mindsets were higher than mothers. The study reveals the negative impact of parents’ failure-is-debilitating mindsets on children’s fixed mindsets, highlighting the important role of fathers in shaping children’s fixed mindsets.

Cite this article

Chunhui LIU , Junyi ZHANG , Sijia LIU , Xiaolin GUO , Liang LUO . The Relationship Between Parents’ Failure Mindsets and Children’s Fixed Mindsets: A Longitudinal Study Based on Response Surface Analysis[J]. Studies of Psychology and Behavior, 2023 , 21(4) : 479 -487 . DOI: 10.12139/j.1672-0628.2023.04.007

References

贾瑜. 学生幸福感: 现状、影响因素及启示——基于PISA2018中国四省市数据的分析. 教育发展研究, 2020, 40 (6): 36- 42.
  唐杰, 林志扬, 莫莉. 多项式回归与一致性研究: 应用及分析. 心理学报, 2011, 43 (12): 1454- 1461.
  杨少萌, 岳红, 聂莉莉, 吴若瑶, 刘影, 严超, 姚荣英. (2021). 父母养育效能一致性与儿童社会性发展的关联. 中国学校卫生, 42(11), 1660–1664.
  周浩, 龙立荣. 共同方法偏差的统计检验与控制方法. 心理科学进展, 2004, 12 (6): 942- 950.
  周宗奎, 张春妹, Hsueh, Y. 小学儿童的尊重观念与同伴关系. 心理学报, 2006, 38 (2): 232- 239.
  邹泓, 屈智勇, 叶苑. 中小学生的师生关系与其学校适应. 心理发展与教育, 2007, 23 (4): 77- 82.
  Adamsons, K., & Pasley, K.. Refining identity theory to better account for relationships and context: Applications to fathering. Journal of Family Theory & Review, 2013, 5 (3): 159- 175.
  Aronson, J., Fried, C. B., & Good, C.. Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 2002, 38 (2): 113- 125.
  Barger, M. M., Wu, J. W., Xiong, Y., Oh, D. D., Cimpian, A., & Pomerantz, E. M.. Parents’ responses to children’s math performance in early elementary school: Links with parents’ math beliefs and children’s math adjustment. Child Development, 2022, 93 (6): e639- e655.
  Bouffard, T., Markovits, H., Vezeau, C., Boisvert, M., & Dumas, C.. The relation between accuracy of self-perception and cognitive development. British Journal of Educational Psychology, 1998, 68 (3): 321- 330.
  Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J.. Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 2013, 139 (3): 655- 701.
  Cabrera, N. J., Volling, B. L., & Barr, R.. Fathers are parents, too! Widening the lens on parenting for children’s development. Child Development Perspectives, 2018, 12 (3): 152- 157.
  Carlsson, F., Martinsson, P., Qin, P., & Sutter, M.. The influence of spouses on household decision making under risk: An experiment in rural China. Experimental Economics, 2013, 16 (3): 383- 401.
  Chen, W. W., & Wong, Y. L.. What my parents make me believe in learning: The role of filial piety in Hong Kong students’ motivation and academic achievement. International Journal of Psychology, 2014, 49 (4): 249- 256.
  Cheung, G. W., & Rensvold, R. B.. Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 2002, 9 (2): 233- 255.
  Costa, A., & Faria, L.. Implicit theories of intelligence and academic achievement: A meta-analytic review. Frontiers in Psychology, 2018, 9, 829.
  Cronbach, L. J.. Coefficient alpha and the internal structure of tests. Psychometrika, 1951, 16 (3): 297- 334.
  Dweck, C. S. (Ed). (2000). Self-theories: Their role in motivation, personality, and development. London: Psychology Press.
  Dweck, C. S. (Ed). (2006). Mindset: The new psychology of success. New York: Random House.
  Dweck, C. S., & Leggett, E. L.. A social-cognitive approach to motivation and personality. Psychological Review, 1988, 95 (2): 256- 273.
  Egeren, L. A. V., & Hawkins, D. P.. Coming to terms with coparenting: Implications of definition and measurement. Journal of Adult Development, 2004, 11 (3): 165- 178.
  Elliot, A. J., & Thrash, T. M.. The intergenerational transmission of fear of failure. Personality and Social Psychology Bulletin, 2004, 30 (8): 957- 971.
  Fletcher, R., Stgeorge, J., & Freeman, E.. Rough and tumble play quality: Theoretical foundations for a new measure of father-child interaction. Early Child Development and Care, 2013, 183 (6): 746- 759.
  Graham, S., & Taylor, A. Z. (2016). Attribution theory and motivation in school. In K. R. Wentzel & D. M. Miele (Eds.), Handbook of motivation at school (pp. 23–45). New York: Routledge.
  Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C.. Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 2018, 19 (1): 21- 46.
  Haimovitz, K., & Dweck, C. S.. What predicts children’s fixed and growth intelligence mind-sets? Not their parents’ views of intelligence but their parents’ views of failure. Psychological Science, 2016, 27 (6): 859- 869.
  Haimovitz, K., & Dweck, C. S.. The origins of children’s growth and fixed mindsets: New research and a new proposal. Child Development, 2017, 88 (6): 1849- 1859.
  Howell, A. J., & Buro, K.. Implicit beliefs, achievement goals, and procrastination: A mediational analysis. Learning and Individual Differences, 2009, 19 (1): 151- 154.
  Jiang, K. X., Liu, J., Liu, C. H., Guo, X. L., Zhou, H., Lv, B., … Luo, L.. The discrepancy of parents’ theories of intelligence and parental involvement. Frontiers in Psychology, 2019, 10, 1231.
  Johns, G.. Difference score measures of organizational behavior variables: A critique. Organizational Behavior and Human Performance, 1981, 27 (3): 443- 463.
  Kim, M. S., & Park, S.. Growth of fixed mindset from elementary to middle school: Its relationship with trajectories of academic behavior engagement and academic achievement. Psychology in the Schools, 2021, 58 (11): 2175- 2188.
  Kim, S. W., & Hill, N. E.. Including fathers in the picture: A meta-analysis of parental involvement and students’ academic achievement. Journal of Educational Psychology, 2015, 107 (4): 919- 934.
  Kinlaw, C. R., & Kurtz-Costes, B.. The development of children’s beliefs about intelligence. Developmental Review, 2003, 23 (2): 125- 161.
  Kromelow, S., Harding, C., & Touris, M.. The role of the father in the development of stranger sociability during the second year. American Journal of Orthopsychiatry, 1990, 60 (4): 521- 530.
  Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C.. Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment. Child Development, 1997, 68 (6): 1181- 1197.
  Li, J.. Mind or virtue: Western and Chinese beliefs about learning. Current Directions in Psychological Science, 2005, 14 (4): 190- 194.
  McHale, J., & Irace, K. (2011). Coparenting in diverse family system. In J. P. McHale & K. M. Lindahl (Eds.), Coparenting: A conceptual and clinical examination of family systems. Washington, DC: American Psychological Association.
  Myers, R. H., Montgomery, D. C., & Anderson-cook, C. M. (2009). Response surface methodology: Process and product optimization using designed experiments (3rd ed.). Hoboken, NJ: Wiley.
  Neter, J., Wasserman, W., & Kutner, M. H. (1990). Applied linear statistical models: Regression, analysis of variance, and experimental designs (3rd ed.). Homewood, IL: Irwin.
  Ng, F. F. Y., Pomerantz, E. M., & Lam, S. F.. European American and Chinese parents’ responses to children’s success and failure: Implications for children’s responses. Developmental Psychology, 2007, 43 (5): 1239- 1255.
  Nicholls, J. G.. The development of the concepts of effort and ability, perception of academic attainment, and the understanding that difficult tasks require more ability. Child Development, 1978, 49 (3): 800- 814.
  Ostroff, C., Shin, Y., & Kinicki, A. J.. Multiple perspectives of congruence: Relationships between value congruence and employee attitudes. Journal of Organizational Behavior, 2005, 26 (6): 591- 623.
  Parke, R. D.. Development in the family. Annual review of psychology, 2004, 55 (1): 365- 399.
  Porter, T., Martinus, A., Ross, R., Cyster, C. F., & Trzesniewski, K.. Changing learner beliefs in South African townships: An evaluation of a growth mindset intervention. Social Psychological and Personality Science, 2020, 11 (7): 991- 998.
  Ratchford, J. L., Williams, E. G., Bishara, L., Houltberg, B. J. & Schnitker, S. A.. Mindset as characteristic adaptations: Using response surface analysis to assess mindset in the personality system. Frontiers in Psychology, 2021, 12, 701510.
  Roest, A. M. C., Semon Dubas, J., Gerris, J. R. M., & Engels, R. C. M. E.. Disentangling value similarities and transmissions in established marriages: A cross-lagged longitudinal study. Journal of Marriage and Family, 2006, 68 (5): 1132- 1146.
  Shanock, L. R., Baran, B. E., Gentry, W. A., Pattison, S. C., & Heggestad, E. D.. Polynomial regression with response surface analysis: A powerful approach for examining moderation and overcoming limitations of difference scores. Journal of Business and Psychology, 2010, 25 (4): 543- 554.
  Sim, T. N., & Wong, E. X.. Adolescents’ evaluative beliefs of failure: Explorations in a Chinese Singaporean sample. International Journal of Psychology, 2010, 45 (3): 212- 220.
  Stryker, S., & Serpe, R. T.. Identity salience and psychological centrality: Equivalent, overlapping, or complementary concepts?. Social Psychology Quarterly, 1994, 57 (1): 16- 35.
  Tao, V. Y. K., Li, Y., & Wu, A. M. S.. Do not despise failures: Students’ failure mindset, perception of parents’ failure mindset, and implicit theory of intelligence. European Journal of Psychology of Education, 2022, 37 (2): 375- 389.
  van Edwards, J. R., & Parry, M. E.. On the use of polynomial regression equations as an alternative to difference scores in organizational research. Academy of Management Journal, 1993, 36 (6): 1577- 1613.
  Yeager, D. S., & Dweck, C. S.. Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 2012, 47 (4): 302- 314.
  Zvara, B. J., Schoppe-Sullivan, S. J., & Dush, C. K.. Fathers’ involvement in child health care: Associations with prenatal involvement, parents’ beliefs, and maternal gatekeeping. Family Relations, 2013, 62 (4): 649- 661.
Outlines

/

Copyright © Editorial office of Studies of Psychology and Behavior
Tel: 022-23540231, 23541213 E-mail: psybeh@126.com