Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest

Autor/inn/en	Parker, Philip D.; Sanders, Taren; Anders, Jake; Parker, Rhiannon B.; Duineveld, Jasper J.
Titel	Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest
Quelle	In: Child Development, 92 (2021) 5, S.2020-2034 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parker, Philip D.) ORCID (Sanders, Taren) ORCID (Anders, Jake) ORCID (Parker, Rhiannon B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13573
Schlagwörter	Mothers; Parent Attitudes; Numeracy; Reading Ability; Grade Prediction; Academic Achievement; Foreign Countries; Children; Elementary School Students; Sex Stereotypes; Student Interests; Australia + Suchen Sie Ihr Suchwort? Mother; Mutter; Elternverhalten; Rechenkompetenz; Reading competence; Lesekompetenz; Schulleistung; Ausland; Child; Kind; Kinder; Studieninteresse; Australien
Abstract	In a representative longitudinal sample of 2,602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgments were more positive for children from non-English speaking backgrounds. Maternal judgments predicted gains in children's achievement (consistently) and academic interest (generally) including during the transition to high school. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01