Abstract
We explored the relationships among mothers' attributional beliefs, mothers' behaviors, and children's school readiness in European- and Chinese-American mothers and their 4-year-olds. Mothers rated the importance of ability, effort, teachers, and parents as causes of children's academic success, and reported how many times in the previous week they had read with their children. Children's autonomy and mothers' encouragement of children's autonomy were evaluated while mother–child pairs performed a joint task. Children completed a school readiness test. Chinese-American children scored higher on autonomy and school readiness than their European-American peers, and Chinese-American mothers showed stronger effort-related beliefs than European-American mothers. Mothers' attributional beliefs in effort were significantly related to their autonomy encouragement. Contrary to our hypotheses, mothers' behaviors were unrelated to school readiness or child autonomy.
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