Parents' Math Anxiety and Their Controlling and Autonomy-Supportive Involvement in Children's Math Learning: Implications for Children's Math Achievement

Autor/inn/en	Oh, Dajung Diana; Barger, Michael M.; Pomerantz, Eva M.
Titel	Parents' Math Anxiety and Their Controlling and Autonomy-Supportive Involvement in Children's Math Learning: Implications for Children's Math Achievement
Quelle	In: Developmental Psychology, 58 (2022) 11, S.2158-2170 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oh, Dajung Diana) ORCID (Barger, Michael M.) ORCID (Pomerantz, Eva M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001422
Schlagwörter	Parent Attitudes; Mathematics Anxiety; Mathematics Instruction; Mathematics Achievement; Elementary School Students; Personal Autonomy; Parenting Styles; Grade 1; Grade 2; Grade 3; Predictor Variables; Illinois; Mathematics Anxiety Rating Scale + Suchen Sie Ihr Suchwort? Elternverhalten; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Individuelle Autonomie; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Prädiktor
Abstract	This research examined how parents' math anxiety is associated with their controlling and autonomy-supportive involvement in children's math learning; the contribution of such involvement to children's math achievement was also evaluated. Parents (N = 562; 62% White, 21% Black; 65% with at least a bachelor's degree) of young elementary school children (M[subscript age] = 7.48 years; 50% girls) reported on their math anxiety as well as controlling and autonomy-supportive involvement in children's math learning; observations were also made. At the same time and a year later, children's math achievement was assessed. Parents with higher math anxiety were more controlling (in both parents' reports and the observations) and less autonomy supportive (only in the observations) with children who had poorer math achievement. Notably, controlling parenting (in both parents' reports and the observations) was most likely to predict lower math achievement a year later among such children. The findings suggest math-anxious parents are prone to using practices with children struggling in math that further undermine their math achievement, which can create an unconstructive cycle for children's math learning. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01