ISSN : 1229-0718
The math ability mindset refers to implicit beliefs about the malleability of math ability. Some believe that math ability can be improved by putting in effort, while others believe that math ability is fixed and cannot be changed as a result of effort. Such a mindset can influence an individual’s affect, cognition, and behavior. The purpose of this study was to examine how mothers’ mindsets about math ability influence negative affect and attitude toward math (math anxiety) and math interaction with their children. For this purpose, the study focused on mothers of 5-year-old children. The research results are as follows. First, mothers with a fixed mindset tend to have a high levels of math anxiety. In other words, mothers who believe that math ability is fixed so that it cannot be changed by individual effort are likely to have a high fear of math and avoid situations involving math. Second, mothers’ mindsets predict how often they engage in daily interactions with their children while doing math. Compared to those with a growth mindset, mothers with a fixed mindset tend to engage in less daily math conversations and activities with their children. Third, mothers’ math anxiety mediates the link between mothers’ mindsets and math interactions with children. Mothers with a fixed mindset tend to have a high level of math anxiety, which in turn lowers the mother-child interaction about math. This study shows that mother’ cognitive and emotional changes towards mathematics should be adjusted in order to promote behavioral changes in mother-child interaction.
This study aimed to identify the relationship between the intensive mothering ideology and mental well-being, focusing on the mediating effects of self-compassion and parenting stress. The study participants were mothers who had home-schooling experiences during the COVID-19 pandemic and children aged 1-9 years. Survey data from 372 mothers were analyzed using structural equation modeling. Intensive mothering ideology was negatively associated with both self-compassion and mental well-being, but positively predicted parenting stress. Self-compassion was negatively associated with parenting stress but positively predicted mental well-being. Additionally, there was a negative relationship between parenting stress and mental well-being. Self-compassion and parenting stress both showed significant mediating effects on the relationship between intensive mothering ideology and mental well-being. Furthermore, the double mediating effect was significant for the relationship between intensive mothering ideology and mental well-being. Finally, intervention strategies were suggested to improve mothers’ well-being during the COVID-19 pandemic.
This study aimed to examine whether individual characteristics, such as happiness, goal perception, grit, age, and gender, caused differences in reactivity to failure (i.e., failure-is-enhancing mindset, failure tolerance, learned helplessness, and fear of failure). A total of 449 undergraduate students aged 18-25 were recruited for a web-based survey study. The multiple indicators multiple causes (MIMIC) model offered a good fit of the data and indicated that individuals were significantly different in their reactivity to failure. Specifically, both happier individuals and those with clearer goal-perception reacted more positively to all failure-associated reactivities (p<.05). However, other relationships such as those between grittiness, learned helplessness, and fear of failure; age and reactivity types other than fear of failure; and gender and fear of failure, were not significant. The implications and limitations of this study are further discussed.
The purpose of this study is to investigate the mediation effects of emotional clarity and deliberate rumination on relations between warm parenting and posttraumatic growth. This study surveyed 316 college students who experienced trauma. The results are as follows: First, warm parenting had a significant relation with posttraumatic growth. Children who perceived parents to be warm showed higher posttraumatic growth. Second, emotional clarity mediated relations between warm parenting and posttraumatic growth. Children who perceived parents to be warm had higher emotional clarity and posttraumatic growth. Lastly, deliberate rumination mediated relations between warm parenting and posttraumatic growth. Children who perceived parents to be warm had higher deliberate rumination and posttraumatic growth. This study suggests warm parenting is important for the children’s posttraumatic growth. This results provide basic data to understand individual’s posttraumatic growth.
Individuals interact in different types of social relationships across their lifespan. Engaging in close and intimate relationships with a spouse, friends, parents, children, and siblings is associated with adaptive or maladaptive functioning. The present study examined the associations between relational support and strain, depression, and resilience across the lifespan, and whether the effects of relational support and strain from different relationship sources on depression and resilience vary by age group. Relational support and strain from different relationship sources (i.e., a spouse, friends, parents, children, and siblings) were assessed in a sample of 1033 participants (20-29 years=210, 30-39 years=203, 40-49 years=204, 50-59 years=209, 60 years or older=207; female=207, male=513) and used to predict depression and resilience. The results of hierarchical regression analysis indicated that relational support from a spouse and friends negatively predicted depression, while relational strain from a spouse positively predicted depression. In addition, relational support from friends and children positively predicted resilience, while relational strain from children negatively predicted resilience. The results also found evidence of moderating effects, such that the positive effects of spousal support on depression were stronger in females than males, and the positive effects of children’s support on resilience were stronger for those in their 30s and 40s compared to other age groups.
The purpose of this study was to examine the effects of parental rearing attitudes on psychosocial development of adolescents. The data were taken from the first-year and third-year data of the Korean Children and Youth Panel Survey (KCYPS), which had been conducted annually from 2010 to 2016. The sample included 2,345 students who responded to questions regarding parental rearing attitudes in 2010. Latent profile analysis yielded four Classes (Class 1-‘general’, Class 2-‘negative parenting’, Class 3-‘positive parenting’, Class 4-‘both positive and negative parenting’). Overall, Class 3 showed the lowest levels of emotional symptoms, and the highest levels of variables related to self-awareness and life satisfaction. Class 4 also showed relatively low levels of aggression, somatic symptoms, and depressive symptoms, and higher levels of variables related to self-awareness and life satisfaction than those in Class 1 and Class 2. Thus, the results of this study can help in understanding the types of parental rearing attitudes and their longitudinal associations with psychosocial development.