Parental ability attributions regarding children's academic performance: Person-oriented approach on longitudinal data

Enlund, Emmi; Aunola, Kaisa; Tolvanen, Asko; Lerkkanen, Marja‐Kristiina; Nurmi, Jari‐Erik

doi:10.1016/j.appdev.2017.06.003

Cited by 1 publication

(8 citation statements)

References 44 publications

(109 reference statements)

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“…Thus, the cause of success or failure in the academic field can be attributed to luck, effort, ability, or strategy. Additionally, in the literature, it is noted that parents attribute their children's success and failure mostly to ability and effort (Enlund et al, 2017;Kinlaw et al, 2001;Miller, 1995;Räty, Leinonen, et al, 2002;Rytkönen et al, 2005). In the studies, it is demonstrated that both success and failure are unlikely to be attributed to ability or strategy.…”

Section: Discussionmentioning

confidence: 99%

“…In support of these views, it is indicated in the literature that the expectations and behaviors of parents about their children's education are the most important variable that influences academic achievement (Jeynes, 2005(Jeynes, , 2007, and that there are positive significant correlations between these expectations and behaviors and the parents' attributions for success (Georgiou, 1999;Natale et al, 2009;Tõeväli & Kikas, 2017) Causal attributions of parents related to success and failure can vary depending on different factors. Literature shows that parents with a high level of education tend to attribute success to ability at a higher level compared with the parent with a lower level of education, and this is the case in Western communities more than in Asian ones (Enlund et al, 2017;Phillipson, 2006;Rytkönen, Aunola, & Nurmi, 2005). Additionally, causal attributions can vary depending on the gender and age of the child.…”

Section: Causal Attributions For Success and Failurementioning

confidence: 99%

“…Miller (1995) and Phillipson (2006) suggest that it may not be emotionally easy for parents to attribute failure to lack of ability, and it is easier to deal with effort instead. Additionally, Enlund et al (2017), Kinlaw et al(2001), Miller (1995, Rytkönen et al (2005), and indicate that there is generally a very small likelihood to attribute success or failure to task difficulty/teaching strategies and luck. Phillipson and Phillipson (2012) note that attributions for success and failure are evaluated in a continuity ranging from luck (hardest) to effort (easiest).…”

Section: Causal Attributions For Success and Failurementioning

confidence: 99%

“…In the literature, there are also studies concerning the effects of parents' attributions on the behavior and cognition of children related to school and education. Aunola, Nurmi, Niemi, Lerkkanen, and Rasku-Puttonen (2002), Enlund et al (2017), Miller (1995, and Natale et al (2009) assert that parents' attributions for success/failure influence children's subsequent achievements, their motivation for success, and feelings of self-sufficiency for success. Accordingly, it has been determined that in cases where success is attributed to ability, students' success increased compared with the previous level, but in cases where success is attributed to effort, success and academic motivation decreased.…”

Section: Causal Attributions For Success and Failurementioning

confidence: 99%

“…However, the indirect effects of cognitions appear to be more important as they relate to causal attributions that form the basis of these behaviors. Accordingly, the thoughts of parents about the reason why their children exhibit certain types of behavior affect all their behaviors that seek to support the education and development of their children (Enlund, Aunola, Tolvanen, Lerkkanen, & Nurmi, 2017;Miller, 1995;Natale, Aunola, & Nurmi, 2009;Räty, Vänskä, Kasanen, & Kärkkäinen, 2002;Tõeväli & Kikas, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Parents’ Attributions and Perception Questionnaire: Turkish validity and reliability study

Lindberg

2021

pegegog

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Causal attributions are defined as the way people describe and evaluate their or others’ behaviors. In the literature, it was found to directly and indirectly affect academic achievement as they influence parents’ expectations about their children’s future success, their parenting styles, and, therefore, the social and physical environment that they provide for their children. This study adapts the Parents’ Attributions and Perceptions Questionnaire (PAPQ) to Turkish and collects evidence about the questionnaire’s validity and reliability. The questionnaire comprises eight factors and 24 items designed to evaluate parents’ causal attributions based on ability, effort, luck, and strategy for success and failure. The participants were 340 parents (235 mothers and 105 fathers), aged between 25 and 35 years (128); and high school graduates (182) with a monthly income between 2,001 and 4,000 TL (98). The mean scores calculated for the questionnaire items ranged between 1.45 and 4.42. Adjusted item total correlations were calculated; it was found that the discriminating power of the items varied between 0.43 and 0.90. As a result of the CFA, the goodness of fit values of the questionnaire was calculated as χ²/sd = 1.92, RMSEA = .056, SRMR = .053, CFI = .97, and GFI = .89. The Cronbach’s alpha internal consistency coefficient was found to be .80. Based on these results, it was demonstrated that the PAPQ is a valid and reliable measuring instrument that can be used in Turkish.

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