The effects of parents’ failure beliefs on children’s math achievement: children’s math self-efficacy, responses to failure and intelligence mindset as mediators
Author:
Funder
the National Education Science Planning Fund of China
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10212-024-00833-6.pdf
Reference61 articles.
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2. Altermatt, E. R. (2015). Predicting day-to-day changes in students’ school-related affect from daily academic experiences and social interactions. The Journal of Experimental Education, 83(2), 218–235. https://doi.org/10.1080/00220973.2014.938855
3. Arens, A. K., Frenzel, A. C., & Goetz, T. (2022). Self-concept and self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement. The Journal of Experimental Education, 90(3), 615–633. https://doi.org/10.1080/00220973.2020.1786347
4. Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-Efficacy: The Exercise of Control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158
5. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
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