Early Sources of Children's Math Achievement in Chile: The Role of Parental Beliefs and Feelings about Math

Autor/inn/en	del Río, M. Francisca; Susperreguy, María Inés; Strasser, Katherine; Cvencek, Dario; Iturra, Carolina; Gallardo, Ismael; Meltzoff, Andrew N.
Titel	Early Sources of Children's Math Achievement in Chile: The Role of Parental Beliefs and Feelings about Math
Quelle	In: Early Education and Development, 32 (2021) 5, S.637-652 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (del Río, M. Francisca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1799617
Schlagwörter	Foreign Countries; Grade 1; Grade 2; Grade 3; Elementary School Students; Beliefs; Mathematics; Mathematics Anxiety; Mathematics Achievement; Sex Stereotypes; Self Concept; Student Attitudes; Parent Attitudes; Predictor Variables; Parent Influence; Gender Differences; Equal Education; Language; Chile (Santiago); Mathematics Anxiety Rating Scale; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Belief; Glaube; Mathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Selbstkonzept; Schülerverhalten; Elternverhalten; Prädiktor; Geschlechterkonflikt; Languages; Sprache
Abstract	Research Findings: Two hundred and sixty-seven Chilean children from grades 1-3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math-gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math, while fathers and children identified more with math than with language. Path analyses models revealed that children's explicit math self-concepts significantly predicted their actual math achievement. Children's explicit self-concept was, in turn, explained marginally by the mathematical anxiety of their mothers. Practice or Policy: These results contribute to our understanding of the relation between parental and children's beliefs and children's math achievement during early elementary school years. In countries such as Chile, with a significant gender gap in math achievement, these findings may highlight relevant aspects to consider when designing interventions aimed at educational equity and providing equal mathematical learning opportunities to boys and girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01