{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/82003"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/82003","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Maternal Responses to Children's Success and Failure and Children's Achievement -Related Processes","abstract":"The variety of ways in which mothers respond to their children's successes and failures was investigated. The present research expanded upon previous work in the area in four ways. First, the research examined the types of reactions to success that mothers actually use in achievement-related situations. Second, the research examined the association between mothers' reactions to success and a number of achievement-related processes, including children's beliefs about ability, orientation toward performance, responses to failure and maternal negative evaluation, and internalizing symptoms. Third, the research investigated the ways that mothers react to children's failure in achievement-related contexts and the association between such reactions and achievement-related processes. Finally, the potential moderating effects of children's age and the affective context in which maternal reactions to success and failure took place were examined. Children ages seven to ten (N = 110) and their mothers participated in the research. Results indicated that mothers use a wide variety of responses to their children's positive and negative behavior in achievement-related situations. In general, when mothers demonstrated a great deal of interest in their children's performance, their responses appeared to serve a controlling function, indicating to children the importance of successful performance. When mothers granted children autonomy and credit for their successes, however, indications of associations with maladaptive achievement-related processes were less apparent. In addition, there was some evidence for the moderating roles of development and affective context. These results have implications for theories attempting to differentiate the various messages inherent in maternal feedback.","abstract_html":"The variety of ways in which mothers respond to their children's successes and failures was investigated. The present research expanded upon previous work in the area in four ways. First, the research examined the types of reactions to success that mothers actually use in achievement-related situations. Second, the research examined the association between mothers' reactions to success and a number of achievement-related processes, including children's beliefs about ability, orientation toward performance, responses to failure and maternal negative evaluation, and internalizing symptoms. Third, the research investigated the ways that mothers react to children's failure in achievement-related contexts and the association between such reactions and achievement-related processes. Finally, the potential moderating effects of children's age and the affective context in which maternal reactions to success and failure took place were examined. Children ages seven to ten (N = 110) and their mothers participated in the research. Results indicated that mothers use a wide variety of responses to their children's positive and negative behavior in achievement-related situations. In general, when mothers demonstrated a great deal of interest in their children's performance, their responses appeared to serve a controlling function, indicating to children the importance of successful performance. When mothers granted children autonomy and credit for their successes, however, indications of associations with maladaptive achievement-related processes were less apparent. In addition, there was some evidence for the moderating roles of development and affective context. These results have implications for theories attempting to differentiate the various messages inherent in maternal feedback.","abstract_has_math":false,"creators":["Saxon, Jill Laurie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Pomerantz, Eva M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T20:38:36Z","date_published":"2015-09-25T20:38:36Z","updated_at":"2026-07-22T22:26:17Z","subjects":["Sociology, Individual and Family Studies"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3017200"],"render_values":[{"text":"(MiAaPQ)AAI3017200","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/82003","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pomerantz, Eva M."]},{"key":"dc:creator","label":"Author","values":["Saxon, Jill Laurie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T20:38:36Z","10000-01-01","2001"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Sociology, Individual and Family Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/82003","(MiAaPQ)AAI3017200"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The variety of ways in which mothers respond to their children's successes and failures was investigated. The present research expanded upon previous work in the area in four ways. First, the research examined the types of reactions to success that mothers actually use in achievement-related situations. Second, the research examined the association between mothers' reactions to success and a number of achievement-related processes, including children's beliefs about ability, orientation toward performance, responses to failure and maternal negative evaluation, and internalizing symptoms. Third, the research investigated the ways that mothers react to children's failure in achievement-related contexts and the association between such reactions and achievement-related processes. Finally, the potential moderating effects of children's age and the affective context in which maternal reactions to success and failure took place were examined. Children ages seven to ten (N = 110) and their mothers participated in the research. Results indicated that mothers use a wide variety of responses to their children's positive and negative behavior in achievement-related situations. In general, when mothers demonstrated a great deal of interest in their children's performance, their responses appeared to serve a controlling function, indicating to children the importance of successful performance. When mothers granted children autonomy and credit for their successes, however, indications of associations with maladaptive achievement-related processes were less apparent. In addition, there was some evidence for the moderating roles of development and affective context. These results have implications for theories attempting to differentiate the various messages inherent in maternal feedback.","Made available in DSpace on 2015-09-25T20:38:36Z (GMT). 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The present research expanded upon previous work in the area in four ways. First, the research examined the types of reactions to success that mothers actually use in achievement-related situations. Second, the research examined the association between mothers' reactions to success and a number of achievement-related processes, including children's beliefs about ability, orientation toward performance, responses to failure and maternal negative evaluation, and internalizing symptoms. Third, the research investigated the ways that mothers react to children's failure in achievement-related contexts and the association between such reactions and achievement-related processes. Finally, the potential moderating effects of children's age and the affective context in which maternal reactions to success and failure took place were examined. Children ages seven to ten (N = 110) and their mothers participated in the research. Results indicated that mothers use a wide variety of responses to their children's positive and negative behavior in achievement-related situations. In general, when mothers demonstrated a great deal of interest in their children's performance, their responses appeared to serve a controlling function, indicating to children the importance of successful performance. When mothers granted children autonomy and credit for their successes, however, indications of associations with maladaptive achievement-related processes were less apparent. In addition, there was some evidence for the moderating roles of development and affective context. These results have implications for theories attempting to differentiate the various messages inherent in maternal feedback.","Made available in DSpace on 2015-09-25T20:38:36Z (GMT). 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