ArticleJournal of child and family studies2017
It's OK to Fail: Individual and Dyadic Regulatory Antecedents of Mastery Motivation in Preschool.
Article in Journal of child and family studies, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 19 citations in OpenAlex.
- Understanding How Child Temperament, Negative Parenting, and Dyadic Parent-Child Behavioral Variability Interact to Influence Externalizing Problems.Social development (Oxford, England) · 2022Article
- Understanding the parent-child coregulation patterns shaping child self-regulation.Developmental psychology · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 2 institutions in 1 country.
Funding
Abstract
Mastery motivation is closely related to children's regulatory processes and is socialized by parents. However, we know little about how individual child and dyadic parent-child regulatory processes work together to foster the early development of mastery motivation in preschool. The present study examined dyadic persistence in parent-child interactions, children's effortful control, and children's successful versus failed attempts in a challenging object mastery task at age 3.5 years and their prediction of teacher ratings of object-oriented and social mastery motivation in preschool at a 4-month follow-up (
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.