Parents’ math anxiety and their controlling and autonomy-supportive involvement in children’s math learning: Implications for children’s math achievement.
Year: 2022
Type: article
Study design: Observational Study
Abstract: = 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. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Source: Developmental Psychology
DOI: 10.1037/dev0001422
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Funder: National Science Foundation
OpenAlex ID: W4290804239