The overall goal of the current dissertation is to improve understanding of how parents’ socialization and contextual factors influence children’s development of learning-related cognitions, particularly implicit theories of intelligence and failure mindsets. To achieve this goal, the present dissertation replicated a study that was originally conducted with parent-child dyads from a non-rural community with parent-child dyads living in a rural community (Haimovitz & Dweck, 2016). Using the data from the original study and the replicated study, this dissertation is comprised of two studies which examine how parents’ and children’s learning-related cognitions, children’s perceptions of parents’ learning-related cognitions, and contextual factors are interrelated. Study 1 tested core ideas from emerging theories of intergenerational transmission to document the accuracy of children’s perceptions of parents’ implicit theories of intelligence and failure mindsets and determine if the link between parents and children’s implicit theories of intelligence I and failure mindsets is explained by the accuracy of children’s perceptions of parents’ implicit theories of intelligence and failure mindsets. Study 1 considered if any of these linkages differ by family structure, parents’ level of education, and child’s gender. Overall, findings did not support that intergenerational transmission of learning-related cognitions occurred between parents and children for both implicit theories of intelligence and failure mindsets via the theoretical framework presented. Our results indicated a direct link between parents’ and children’s learning-related cognitions, which connotes some intergenerational transmission, albeit small in magnitude. Thus, our findings reject the premise that children’s accurate appraisal of mothers’ learning-related cognitions is an essential step in explaining the process of intergenerational transmission of learning-related cognitions. The results point to the importance of children’s perceptions of parents’ learning-related cognitions in the process of intergenerational transmission of learning-related cognitions. No latent mean differences emerged in mother’s learning-related cognitions, children’s perceptions of mothers’ learning-related cognitions, and children’s learning-related cognitions scores across all contextual factors. Statistical tests indicated no significant differences between correlation and regression coefficients across selected contextual factors, yet some noteworthy contextual differences emerged. Study 2 determined the potential role of parents’ failure mindsets, or beliefs about the experience and consequences of failure (Haimovitz & Dweck, 2016), in linking parents’ and children’s implicit theories of intelligence. Additionally, informed by human ecological theory (Bronfenbrenner, 2001) which argues that “context matters” this study explores the potential modifying effects of selected contextual factors (e.g., community type and gender) on associations of parents’ implicit theories of intelligence and failure mindsets with children’s implicit theories of intelligence. The primary finding of this study is that that parents’ failure mindsets explained a portion of the relationship between parents’ implicit theories of intelligence and children’s implicit theories of intelligence through complementary mediation in conjunction with other possible mediators not included in the present study for the entire sample and across community type, child’s gender, and parents’ gender. Observed differences in parents’ implicit theories of intelligence, parents’ failure mindsets, and children’s implicit theories of intelligence across community type, child’s gender, and parents’ gender were documented.