{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/82193"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/82193","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Implications of Mothers' Ability Mindsets for Their Involvement in Children's Learning: An Experimental Investigation","abstract":"This research examined the role of mothers' incremental versus entity ability mindsets in the quality of their involvement in children's learning. Mothers (N = 81) of early elementary school children (mean age = 7.65 years) were given either an incremental or entity mindset. Mothers' unconstructive (i.e., performance-oriented teaching, control, and negative affect) and constructive (i.e., mastery-oriented teaching, autonomy support, and positive affect) involvement was then coded as they worked on a set of challenging tasks with children for 15 minutes. Mothers induced to have an incremental (versus entity) mindset engaged in less unconstructive, but not necessarily more constructive, involvement with children. Mothers with an incremental mindset were also less likely to respond to children's helplessness unconstructively than were mothers with an entity mindset. Mothers' unconstructive involvement predicted children's dampened mastery following experimentally induced failure.","abstract_html":"This research examined the role of mothers' incremental versus entity ability mindsets in the quality of their involvement in children's learning. Mothers (N = 81) of early elementary school children (mean age = 7.65 years) were given either an incremental or entity mindset. Mothers' unconstructive (i.e., performance-oriented teaching, control, and negative affect) and constructive (i.e., mastery-oriented teaching, autonomy support, and positive affect) involvement was then coded as they worked on a set of challenging tasks with children for 15 minutes. Mothers induced to have an incremental (versus entity) mindset engaged in less unconstructive, but not necessarily more constructive, involvement with children. Mothers with an incremental mindset were also less likely to respond to children's helplessness unconstructively than were mothers with an entity mindset. Mothers' unconstructive involvement predicted children's dampened mastery following experimentally induced failure.","abstract_has_math":false,"creators":["Moorman, Elizabeth A."],"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":"2015-09-25T20:39:32Z","date_published":"2015-09-25T20:39:32Z","updated_at":"2026-07-22T22:26:17Z","subjects":["Education, Elementary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3392226"],"render_values":[{"text":"(MiAaPQ)AAI3392226","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/82193","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":["Moorman, Elizabeth A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T20:39:32Z","10000-01-01","2009"]},{"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":["Education, Elementary"]}]},{"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/2142/82193","(MiAaPQ)AAI3392226"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This research examined the role of mothers' incremental versus entity ability mindsets in the quality of their involvement in children's learning. Mothers (N = 81) of early elementary school children (mean age = 7.65 years) were given either an incremental or entity mindset. Mothers' unconstructive (i.e., performance-oriented teaching, control, and negative affect) and constructive (i.e., mastery-oriented teaching, autonomy support, and positive affect) involvement was then coded as they worked on a set of challenging tasks with children for 15 minutes. Mothers induced to have an incremental (versus entity) mindset engaged in less unconstructive, but not necessarily more constructive, involvement with children. Mothers with an incremental mindset were also less likely to respond to children's helplessness unconstructively than were mothers with an entity mindset. Mothers' unconstructive involvement predicted children's dampened mastery following experimentally induced failure.","Made available in DSpace on 2015-09-25T20:39:32Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3392226.pdf: 698544 bytes, checksum: a40c80cc08e8cf605fb334ab98720642 (MD5) Previous issue date: 2009","Embargo set by: Seth Robbins for item 83474 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","65 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009."]},{"key":"dc:title","label":"Title","values":["Implications of Mothers' Ability Mindsets for Their Involvement in Children's Learning: An Experimental Investigation"]}]}],"canonical_facts":{"dc:contributor":["Pomerantz, Eva M."],"dc:creator":["Moorman, Elizabeth A."],"dc:date":["2015-09-25T20:39:32Z","10000-01-01","2009"],"dc:description":["This research examined the role of mothers' incremental versus entity ability mindsets in the quality of their involvement in children's learning. Mothers (N = 81) of early elementary school children (mean age = 7.65 years) were given either an incremental or entity mindset. Mothers' unconstructive (i.e., performance-oriented teaching, control, and negative affect) and constructive (i.e., mastery-oriented teaching, autonomy support, and positive affect) involvement was then coded as they worked on a set of challenging tasks with children for 15 minutes. Mothers induced to have an incremental (versus entity) mindset engaged in less unconstructive, but not necessarily more constructive, involvement with children. Mothers with an incremental mindset were also less likely to respond to children's helplessness unconstructively than were mothers with an entity mindset. Mothers' unconstructive involvement predicted children's dampened mastery following experimentally induced failure.","Made available in DSpace on 2015-09-25T20:39:32Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3392226.pdf: 698544 bytes, checksum: a40c80cc08e8cf605fb334ab98720642 (MD5) Previous issue date: 2009","Embargo set by: Seth Robbins for item 83474 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","65 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009."],"dc:identifier":["http://hdl.handle.net/2142/82193","(MiAaPQ)AAI3392226"],"dc:language":["eng"],"dc:subject":["Education, Elementary"],"dc:title":["Implications of Mothers' Ability Mindsets for Their Involvement in Children's Learning: An Experimental Investigation"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:17Z"}