Mother and Child Emotions during Mathematics Homework

Autor/inn/en	Else-Quest, Nicole M.; Hyde, Janet S.; Hejmadi, Ahalya
Titel	Mother and Child Emotions during Mathematics Homework
Quelle	In: Mathematical Thinking and Learning: An International Journal, 10 (2008) 1, S.5-35 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Mothers; Mathematics Achievement; Gender Differences; Homework; Parent Child Relationship; Emotional Response; Cognitive Processes; Problem Solving; Algebra; Parents as Teachers; Psychological Patterns; Correlation; Anxiety; Grade 5; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Mother; Mutter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Hausaufgabe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Emotionales Verhalten; Cognitive process; Kognitiver Prozess; Problemlösen; Korrelation; Angst; School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik
Abstract	Mathematics is often thought of as a purely intellectual and unemotional activity. Recently, researchers have begun to question the validity of this approach, arguing that emotions and cognition are intertwined. The emotions expressed during mathematics work may be linked to mathematics achievement. We used behavioral measures to identify the emotions expressed by U.S. mothers and their 11-year-old children while solving pre-algebra tasks in the home. The most notable positive emotions displayed by mothers and children included positive interest, affection, joy, and pride, whereas the most notable negative emotions expressed included tension, frustration, and distress. Reflecting the social aspects of doing homework together, mothers' and children's emotions were highly correlated. Independent of pre-existing differences in knowledge, children's emotions were associated with their performance on a mathematics post-test: tension was linked to poorer performance while positive interest, humor, and pride were linked to better performance. We found no evidence of gender differences in the emotions while working the tasks, although boys responded with more tension following an incorrect solution than did girls. (Contains 7 tables.) (Author).
Anmerkungen	Lawrence Erlbaum. 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/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10