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Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems

Education sciences, 2023-03, Vol.13 (3), p.307 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;Distributed under a Creative Commons Attribution 4.0 International License ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci13030307

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Title:
Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems
Author: DiStefano, Michela ; Retanal, Fraulein ; Bureau, Jean-François ; Hunt, Thomas E. ; Lafay, Anne ; Osana, Helena P. ; Skwarchuk, Sheri-Lynn ; Trepiak, Philip ; Xu, Chang ; LeFevre, Jo-Anne ; Maloney, Erin A.
Subjects: Academic achievement ; Anxiety ; Behavior ; Children ; Children & youth ; Cognitive science ; Emotions ; Grade 2 ; Homework ; homework help ; Learning ; math achievement ; math anxiety ; Mathematics Achievement ; Mathematics Anxiety ; Mathematics education ; Mathematics Skills ; Parent Participation ; Parent Role ; Parents & parenting ; parent–child interaction ; Psychology ; Student attitudes ; Students
Is Part Of: Education sciences, 2023-03, Vol.13 (3), p.307
Description: In the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality of the interaction. Forty Canadian parents and their children (ages 10–12 years; grades 5 to 7) completed self-report measures of math and general anxiety. Parents and children completed standardized assessments of math achievement and were then recorded as they engaged in a simulated math homework interaction. Coders assessed parent–child interaction quality during the interaction. Parent–child dyads generally performed well on the simulated math homework task. Nevertheless, task performance was correlated with the quality of the interaction, with high-quality interactions associated with high accuracy on the math task. Furthermore, the variability in the quality of the interaction was associated with parents’ and children’s math achievement and with the math anxiety of the children, but not the parents. Identifying the elements that influence parent–child interactions in math-related situations is essential to developing effective interventions to scaffold children’s math learning and attitudes.
Publisher: Basel: MDPI AG
Language: English
Identifier: ISSN: 2227-7102
EISSN: 2227-7102
DOI: 10.3390/educsci13030307
Source: Coronavirus Research Database
ProQuest Central
DOAJ Directory of Open Access Journals

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Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems

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