Show simple item record

Parent perceptions and attributions for children's math achievement

dc.contributor.authorYee, Doris K.en_US
dc.contributor.authorEccles, Jacquelynne S.en_US
dc.date.accessioned2006-09-11T16:14:02Z
dc.date.available2006-09-11T16:14:02Z
dc.date.issued1988-09en_US
dc.identifier.citationYee, Doris K.; Eccles, Jacquelynne S.; (1988). "Parent perceptions and attributions for children's math achievement." Sex Roles 19 (5-6): 317-333. <http://hdl.handle.net/2027.42/45585>en_US
dc.identifier.issn1573-2762en_US
dc.identifier.issn0360-0025en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/45585
dc.description.abstractFrom junior high school on, girls report lower estimations of their math ability and express more negative attitudes about math than do boys, despite equivalent performance in grades. Parents show this same sex-typed bias. This paper examines the role that attributions may play in explaining these sex differences in parents' perceptions of their children's math ability. Mothers and fathers of 48 junior high school boys and girls of high, average, and low math ability completed questionnaires about their perceptions of their child's ability and effort in math, and their causal attributions for their child's successful and unsuccessful math performances. Parents' math-related perceptions and attributions varied with their child's level of math ability and gender. Parents credited daughters with more effort than sons, and sons with more talent than daughters for successful math performances. These attributional patterns predicted sex-linked variations in parents' ratings of their child's effort and talent. No sex of child effects emerged for failure attributions; instead, lack of effort was seen as the most important, and lack of ability as the least important, cause of unsuccessful math performances for both boys and girls. Implications of these attributions for parents' influence on children's developing self-concept of math ability, future expectancies, and subsequent achievement behaviors are discussed.en_US
dc.format.extent974533 bytes
dc.format.extent3115 bytes
dc.format.mimetypeapplication/pdf
dc.format.mimetypetext/plain
dc.language.isoen_US
dc.publisherKluwer Academic Publishers-Plenum Publishers; Plenum Publishing Corporation ; Springer Science+Business Mediaen_US
dc.subject.otherInterdisciplinary Studiesen_US
dc.subject.otherSocial Psychologyen_US
dc.subject.otherPsychologyen_US
dc.subject.otherAnthropology/Archaeometryen_US
dc.subject.otherSociologyen_US
dc.subject.otherDevelopmental Psychologyen_US
dc.titleParent perceptions and attributions for children's math achievementen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelWomen's and Gender Studiesen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.subject.hlbtoplevelHumanitiesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michigan, USAen_US
dc.contributor.affiliationumUniversity of Michigan, USA; Department of Psychology, University of Colorado, Box 345, 80309, Boulder, Coloradoen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/45585/1/11199_2004_Article_BF00289840.pdfen_US
dc.identifier.doihttp://dx.doi.org/10.1007/BF00289840en_US
dc.identifier.sourceSex Rolesen_US
dc.owningcollnameInterdisciplinary and Peer-Reviewed


Files in this item

Show simple item record

Remediation of Harmful Language

The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.

Accessibility

If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.