Parental Modelling of Mathematical Affect: Self-Efficacy and Emotional Arousal

Autor/inn/en	Bartley, Sarah R.; Ingram, Naomi
Titel	Parental Modelling of Mathematical Affect: Self-Efficacy and Emotional Arousal
Quelle	In: Mathematics Education Research Journal, 30 (2018) 3, S.277-297 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bartley, Sarah R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-017-0233-3
Schlagwörter	Parent Attitudes; Parent Influence; Self Efficacy; Mathematics Skills; Emotional Response; Arousal Patterns; Preadolescents; Mathematics Instruction; Affective Behavior; Homework; Correlation; Child Behavior; Mothers; Fathers; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Elternverhalten; Self-efficacy; Selbstwirksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Emotionales Verhalten; Pre-adolescence; Präadoleszenz; Mathematics lessons; Mathematikunterricht; Affective disturbance; Active behaviour; Affektive Störung; Hausaufgabe; Korrelation; Mother; Mutter; Ausland; Neuseeland
Abstract	This study explored the relationship between parents' mathematics self-efficacy and emotional arousal to mathematics and their 12- and 13-year-old children's mathematics self-efficacy and emotional arousal to mathematics. Parental modelling of affective relationships during homework was a focus. Eighty-four parent and child pairings from seven schools in New Zealand were examined using embedded design methodology. No significant correlations were found when the parents' mathematics self-efficacy and emotional arousal to mathematics were compared with the children's mathematics self-efficacy and emotional arousal to mathematics. However, the parents' level of emotional arousal to mathematics was found to have affected their willingness to assist with mathematics homework. For those parents who assisted, a significant positive correlation was found between their mathematics self-efficacy and their children's emotional arousal to mathematics. Parents who did assist were generally reported as being calm, and used techniques associated with positive engagement. Fathers were calmer and more likely to express readiness to assist with mathematics homework than mothers. A further significant positive correlation was found between fathers' emotional arousal to mathematics and children's mathematics self-efficacy. Implications from the study suggest directions for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01