From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety

Autor/inn/en	Vukovic, Rose K.; Roberts, Steven O.; Green Wright, Linnie
Titel	From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety
Quelle	In: Early Education and Development, 24 (2013) 4, S.446-467 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2012.693430
Schlagwörter	Mathematics; Anxiety; Parent Participation; Parent Child Relationship; Mathematics Achievement; Low Income; Minority Groups; Urban Areas; Parent Surveys; Parent Attitudes; Measures (Individuals); Arithmetic; Word Problems (Mathematics); Mathematics Skills; Grade 2; Elementary School Students; Family Environment; Expectation; Keymath Diagnostic Arithmetic Test + Suchen Sie Ihr Suchwort? Mathematik; Angst; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Niedriglohn; Ethnische Minderheit; Urban area; Stadtregion; Elternverhalten; Messdaten; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Mathematics ability; School year 02; 2. Schuljahr; Schuljahr 02; Familienmilieu; Expectancy; Erwartung
Abstract	This study examined whether children's mathematics anxiety serves as an underlying pathway between parental involvement and children's mathematics achievement. Participants included 78 low-income, ethnic minority parents and their children residing in a large urban center in the northeastern United States. Parents completed a short survey tapping several domains of parental involvement, and children were assessed on mathematics anxiety, whole number arithmetic, word problems, and algebraic reasoning. Research Findings: The results indicated that parents influence children's mathematics achievement by reducing mathematics anxiety, particularly for more difficult kinds of mathematics. Specifically, the mediation analyses demonstrated that parental home support and expectations influenced children's performance on word problems and algebraic reasoning by reducing children's mathematics anxiety. Mathematics anxiety did not mediate the relationship between home support and expectations and whole number arithmetic. Practice or Policy: Policies and programs targeting parental involvement in mathematics should focus on home-based practices that do not require technical mathematical skills. Parents should receive training, resources, and support on culturally appropriate ways to create home learning environments that foster high expectations for children's success in mathematics. (Contains 4 tables, 1 figure, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10