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Direct linkGunderson, Elizabeth A.; Sorhagen, Nicole S.; Gripshover, Sarah J.; Dweck, Carol S.; Goldin-Meadow, Susan; Levine, Susan C. – Developmental Psychology, 2018
In a previous study, parent-child praise was observed in natural interactions at home when children were 1, 2, and 3 years of age. Children who received a relatively high proportion of process praise (e.g., praise for effort and strategies) showed stronger incremental motivational frameworks, including a belief that intelligence can be developed…
Descriptors: Positive Reinforcement, Parents, Toddlers, Parent Child Relationship
Kiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka – International Journal of Behavioral Development, 2015
This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they…
Descriptors: Elementary School Teachers, Longitudinal Studies, Elementary School Students, Reading Tests
Marsing, Deborah J. – ProQuest LLC, 2017
Asian American Pacific Islander (AAPI) students are often characterized as model minorities. However, AAPI students represent many diverse communities and a wide spectrum of achievement. Each AAPI culture may experience varying levels of biculturalism and acculturation that can influence students' academic success. This quantitative study…
Descriptors: Academic Achievement, Asian American Students, Pacific Islanders, Reading Tests
