Nicole S Sorhagen
Biographic Data
| ID | 5758064 |
|---|---|
| NAME | Nicole S Sorhagen |
| GIVEN NAMES | Nicole S |
| FAMILY NAME | Sorhagen |
| SIGNATURE | SORHAGEN N S |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Intergenerational transmission of maternal employment moderated by recollections of early maternal availability
Does mothers' employment predict the subsequent maternal employment of their daughters? Social learning theory suggests that modeling should increase under more positive relationship conditions. We examined the congruence between mothers' maternal employment and daughters' maternal employment longitudinally across 4 periods of parenthood and as a function of the daughters' retrospective reports of her mother's emotional availability during the da…
Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets
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 and a greater desire for challenge, when they were in 2nd or 3rd grade (Gunderson et al., 2013). The c…
Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults
Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors ex…
Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets
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 and a greater desire for challenge, when they were in 2nd or 3rd grade (Gunderson et al., 2013). The c…
Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults
Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors ex…
Intergenerational transmission of maternal employment moderated by recollections of early maternal availability
Does mothers' employment predict the subsequent maternal employment of their daughters? Social learning theory suggests that modeling should increase under more positive relationship conditions. We examined the congruence between mothers' maternal employment and daughters' maternal employment longitudinally across 4 periods of parenthood and as a function of the daughters' retrospective reports of her mother's emotional availability during the da…
Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults
Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors ex…
Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets
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 and a greater desire for challenge, when they were in 2nd or 3rd grade (Gunderson et al., 2013). The c…
Intergenerational transmission of maternal employment moderated by recollections of early maternal availability
Does mothers' employment predict the subsequent maternal employment of their daughters? Social learning theory suggests that modeling should increase under more positive relationship conditions. We examined the congruence between mothers' maternal employment and daughters' maternal employment longitudinally across 4 periods of parenthood and as a function of the daughters' retrospective reports of her mother's emotional availability during the da…
Developmental psychology (3 works) · Psychology (3 works) · Academic achievement (2 works) · Early Childhood Education and Development (2 works) · Education, Achievement, and Giftedness (2 works) · MEDLINE (2 works) · PsycINFO (2 works) · Reading (process (2 works) · Social Psychology (2 works) · Social Psychology (2 works)