ERIC Number: EJ1010576
Record Type: Journal
Publication Date: 2013
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: N/A
From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety
Vukovic, Rose K.; Roberts, Steven O.; Green Wright, Linnie
Early Education and Development, v24 n4 p446-467 2013
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.)
Descriptors: 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
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Keymath Diagnostic Arithmetic Test
Grant or Contract Numbers: N/A