skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Early Sources of Children’s Math Achievement in Chile: The Role of Parental Beliefs and Feelings about Math
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 selfconcepts) 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.  more » « less
Award ID(s):
1640889
PAR ID:
10188438
Author(s) / Creator(s):
; ; ; ; ; ;
Date Published:
Journal Name:
Early Education and Development
ISSN:
1040-9289
Page Range / eLocation ID:
1 to 16
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; (, Frontiers in Psychology)
    Parents’ beliefs about the importance of math predicts their math engagement with their children. However, most work focuses on mothers’ math engagement with preschool- and school-aged children, leaving gaps in knowledge about fathers and the experiences of toddlers. We examined differences in mothers’ and fathers’ ( N = 94) engagement in math- and non-math activities with their two-year-old girls and boys. Parents reported their beliefs about the importance of math and literacy for young children and their frequency of home learning activities. Parents of sons did not differ in their engagement in math activities from parents of daughters. Mothers reported engaging more frequently in math activities with their toddlers than fathers did, but the difference reduced when parents endorsed stronger beliefs about the importance of math for children. Even at very early ages, children experience vastly different opportunities to learn math in the home, with math-related experiences being shaped by both parent gender and parents’ beliefs. 
    more » « less
  2. ; ; ; ; (, PLOS ONE)
    Moulin, Leonard (Ed.)
    The present study investigated the longitudinal direct and indirect relations between mothers’ and fathers’ math ability self-concept, their child-specific math performance expectations and encouragement of math and science-related activities at home, and girls’ and boys’ math ability self-concept. Structural equation models were performed with longitudinal data from three waves of the Childhood and Beyond Study (CAB). The final sample consisted of 517 children and their mothers and fathers. The majority of children attended 2nd (26.1%), 3rd (25.5%) or 5th (40.4%) grade at first measurement point. Our results suggest that mothers and fathers with higher math ability self-concepts had higher expectations of their sons and encouraged their sons more, but not their daughters. Fathers’ math ability self-concept was indirectly related to the self-concept of their sons and this association was mediated by performance expectations. Furthermore, both boys and girls profited from their fathers’ expectations and girls benefitted from their fathers’ encouragement of math and science-related activities at home. In contrast, we found no effects from mothers’ beliefs and behaviors on child’s math ability self-concept. The findings underscore the relevance of fathers’ educational participation in the development of the math self-concept of ability of their children. 
    more » « less
  3. (, Child Development Perspectives)
    Abstract Children’s memberships in social groups have profound effects on their motivation. Stereotypes about social groups shape children’s beliefs about what is expected for their group members. These beliefs can influence children’s developing beliefs about themselves (self‐perceptions). In this article, I review research on how gender stereotypes influence children’s motivation in science, technology, engineering, and math (STEM), including ability beliefs and sense of belonging. When children belong to a gender group that is negatively stereotyped in a STEM field, they may doubt their own capabilities and whether they belong in that field, making it harder for them to develop interest over time. Developmentally, the influence of gender stereotypes on motivation begins during preschool and strengthens during late childhood. I also address the consequences of different kinds of stereotypes and why some children are more influenced by stereotypes than others. Understanding this process in childhood will help researchers design effective interventions to remedy educational inequities in STEM. 
    more » « less
  4. ; ; ; ; ; (, Frontiers in Psychology)
    null (Ed.)
    Children’s math self-concepts—their beliefs about themselves and math—are important for teachers, parents, and students, because they are linked to academic motivation, choices, and outcomes. There have been several attempts at improving math achievement based on the training of math skills. Here we took a complementary approach and conducted an intervention study to boost children’s math self-concepts. Our primary objective was to assess the feasibility of whether a novel multicomponent intervention—one that combines explicit and implicit approaches to help children form more positive beliefs linking themselves and math—can be administered in an authentic school setting. The intervention was conducted in Spain, a country in which math achievement is below the average of other OECD countries. We tested third grade students ( N = 180; M age = 8.79 years; 96 girls), using treatment and comparison groups and pre- and posttest assessments. A novelty of this study is that we used both implicit and explicit measures of children’s math self-concepts. For a subsample of students, we also obtained an assessment of year-end math achievement. Math self-concepts in the treatment and comparison groups did not significantly differ at pretest. Students in the treatment group demonstrated a significant increase in math self-concepts from pretest to posttest; students in the comparison group did not. In the treatment group, implicit math self-concepts at posttest were associated with higher year-end math achievement, assessed approximately 3 months after the completion of the intervention. Taken together, the results suggest that math self-concepts are malleable and that social–cognitive interventions can boost children’s beliefs about themselves and math. Based on the favorable results of this feasibility study, it is appropriate to formally test this novel multicomponent approach for improving math self-concepts using randomized controlled trial (RCT) design. 
    more » « less
  5. ; ; ; (, Frontiers in Psychology)
    Parents’ questions are an effective strategy for fostering the development of young children’s science understanding and discourse. However, this work has not yet distinguished whether the frequency of questions about scientific content differs between mothers and fathers, despite some evidence from other contexts (i.e., book reading) showing that fathers ask more questions than mothers. The current study compared fathers’ and mothers’ questions to their four- to six-year-old children ( N  = 49) while interacting with scientific stimuli at a museum research exhibit. Results indicated that fathers asked significantly more questions than mothers, and fathers’ questions were more strongly related to children’s scientific discourse. Results are discussed in terms of the importance of adult questions for the development of children’s scientific understanding as well as broadening research to include interlocutors other than mothers. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email