Literaturnachweis - Detailanzeige
| Autor/inn/en | Retanal, Fraulein; Johnston, Nichole B.; Di Lonardo Burr, Sabrina M.; Storozuk, Andie; DiStefano, Michela; Maloney, Erin A. |
|---|---|
| Titel | Controlling-Supportive Homework Help Partially Explains the Relation between Parents' Math Anxiety and Children's Math Achievement |
| Quelle | In: Education Sciences, 11 (2021), Artikel 620 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Retanal, Fraulein) ORCID (Johnston, Nichole B.) ORCID (Di Lonardo Burr, Sabrina M.) ORCID (Maloney, Erin A.) |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2227-7102 |
| Schlagwörter | Homework; Parent Background; Mathematics Anxiety; Mathematics Achievement; Parenting Styles; Teaching Styles; Parent Participation; Personal Autonomy; Middle School Students; Predictor Variables |
| Abstract | Previous research has shown that math homework help of higher-math-anxious parents impedes children's math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents' math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child's math achievement. Parents of children ages 11 to 14 completed an online survey. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents' math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Notably, controlling-supportive style partially mediated the relation between parents' math anxiety and their children's math achievement. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children's math learning. Identifying negative relations between parent factors and children's math outcomes is crucial for developing evidence-based math learning interventions. (As Provided). |
| Anmerkungen | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
