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Cvencek D, Brečić R, Sanders EA, Gaćeša D, Skala D, Meltzoff AN. Am I a good person? Academic correlates of explicit and implicit self-esteem during early childhood. Child Dev 2024; 95:1047-1062. [PMID: 38148568 DOI: 10.1111/cdev.14052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 10/26/2023] [Accepted: 11/25/2023] [Indexed: 12/28/2023]
Abstract
Implicit and explicit self-esteem are not commonly measured in the same children. Using a cross-sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self-esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self-esteem than younger children, and girls showed lower self-esteem than boys. For the implicit measure, there were no age effects, and girls showed higher self-esteem than boys. Although both types of self-esteem were positively associated with academic achievement, implicit self-esteem was associated more strongly with language than with math achievement. Discussion is provided about why self-esteem relates to academic achievement during childhood.
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Affiliation(s)
- Dario Cvencek
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington, USA
| | - Ružica Brečić
- Department of Marketing, Faculty of Economics and Business, University of Zagreb, Zagreb, Croatia
| | - Elizabeth A Sanders
- Measurement and Statistics, College of Education, University of Washington, Seattle, Washington, USA
| | - Dora Gaćeša
- Department of Marketing, Faculty of Economics and Business, University of Zagreb, Zagreb, Croatia
| | - David Skala
- Department of Marketing, Faculty of Economics and Business, University of Zagreb, Zagreb, Croatia
| | - Andrew N Meltzoff
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington, USA
- Department of Psychology, University of Washington, Seattle, Washington, USA
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2
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Svraka B, Álvarez C, Szücs D. Anxiety predicts math achievement in kindergarten children. Front Psychol 2024; 15:1335952. [PMID: 38476390 PMCID: PMC10927750 DOI: 10.3389/fpsyg.2024.1335952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Accepted: 02/16/2024] [Indexed: 03/14/2024] Open
Abstract
Introduction Math anxiety (MA) is an academic anxiety about learning, doing, and evaluating mathematics, usually studied in school populations and adults. However, MA likely has its origins before children go to school. For example, studies have shown that general anxiety (GA) for everyday events is less separable from MA in primary than in early secondary school. This suggests that GA may be a precursor of MA. For this reason, here, we have examined whether GA is already associated with math achievement at the end of kindergarten. Methods We tested 488 Hungarian kindergarten children aged 5.7 to 6.9 years (55% girls) and analyzed the effect of GA, sex, and family SES on math achievement in kindergarten children. Results Strikingly, confirming results from primary school children, we found that GA negatively correlated with math achievement already in this preschool population. Higher GA levels had a stronger negative effect on girls' than boys' math achievement. However, there were no significant sex differences in math achievement in kindergarten. Additionally, family socioeconomic status was the strongest predictor of math achievement. Discussion We speculate that high GA in preschool is a plausible early precursor of later high MA. Early interventions could aim to control GA levels before children start formal schooling.
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Affiliation(s)
- Bernadett Svraka
- Department of Education, Faculty of Primary and Pre-School Education, ELTE, Eötvös Loránd University, Budapest, Hungary
- Doctoral School of Mental Health Sciences, Semmelweis University, Budapest, Hungary
- MTA-SZTE Metacognition Research Group, Szeged, Hungary
- National Laboratory for Social Innovation, Budapest, Hungary
| | - Carolina Álvarez
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Dénes Szücs
- Centre for Neuroscience in Education, Department of Psychology, University of Cambridge, Cambridge, United Kingdom
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3
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Silver AM, Chen Y, Smith DK, Tamis-LeMonda CS, Cabrera N, Libertus ME. Mothers’ and fathers’ engagement in math activities with their toddler sons and daughters: The moderating role of parental math beliefs. Front Psychol 2023; 14:1124056. [PMID: 36993892 PMCID: PMC10040787 DOI: 10.3389/fpsyg.2023.1124056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2022] [Accepted: 02/14/2023] [Indexed: 03/14/2023] Open
Abstract
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.
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Affiliation(s)
- Alex M. Silver
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
- *Correspondence: Alex M. Silver,
| | - Yu Chen
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Darcy K. Smith
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Catherine S. Tamis-LeMonda
- Department of Applied Psychology, Steinhardt School of Culture, Education and Human Development, New York University, New York, NY, United States
| | - Natasha Cabrera
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, United States
| | - Melissa E. Libertus
- Department of Psychology, Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
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How Gender Stereotypes of Students and Significant Others are Related to Motivational and Affective Outcomes in Mathematics at the End of Secondary School. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2023. [DOI: 10.1016/j.cedpsych.2023.102161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
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5
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Eason SH, Scalise NR, Berkowitz T, Ramani GB, Levine SC. Widening the lens of family math engagement: A conceptual framework and systematic review. DEVELOPMENTAL REVIEW 2022. [DOI: 10.1016/j.dr.2022.101046] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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6
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Parental mathematical expectations and children’s early mathematical attitudes: Moderated mediation effect of parental mathematical involvement and parent gender. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03814-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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7
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Hao Y, Chen X, Qi Y, Huang T, He W, Yang X. How do Chinese parental attitudes influence children's numeracy interests? What matters is home numeracy activities, not extracurricular participation. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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8
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Zou X, Zhang X, Ouyang X. The interplay between father–child and mother–child numeracy activities and preschool children’s mathematical skills. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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9
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Zhao S, Setoh P, Storage D, Cimpian A. The acquisition of the gender-brilliance stereotype: Age trajectory, relation to parents' stereotypes, and intersections with race/ethnicity. Child Dev 2022; 93:e581-e597. [PMID: 35635042 PMCID: PMC9545489 DOI: 10.1111/cdev.13809] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Past research has explored children's gender stereotypes about specific intellectual domains, such as mathematics and science, but less is known about the acquisition of domain-general stereotypes about the intellectual abilities of women and men. During 2017 and 2018, the authors administered Implicit Association Tests to Chinese Singaporean adults and 8- to 12-year-olds (N = 731; 58% female) to examine the gender stereotype that portrays exceptional intellectual ability (e.g., genius, brilliance) as a male attribute. This gender-brilliance stereotype was present among adults and children and for both Chinese and White stereotype targets. It also was stronger among older children and among children whose parents also showed it. This early-emerging stereotype may be an obstacle to gender equity in many prestigious employment sectors.
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Affiliation(s)
- Siqi Zhao
- Psychology, School of Social SciencesNanyang Technological UniversitySingapore
| | - Peipei Setoh
- Psychology, School of Social SciencesNanyang Technological UniversitySingapore
| | - Daniel Storage
- Department of PsychologyUniversity of DenverDenverColoradoUSA
| | - Andrei Cimpian
- Department of PsychologyNew York UniversityNew YorkNew YorkUSA
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10
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Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12080513] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
The home learning environment includes parental activities, attitudes, affect, knowledge, and resources devoted to supporting children’s development, including literacy and mathematics skills. These factors are related to the academic performance of preschool children (aged 3 to 6 years), before formal schooling and possibly beyond. In the present research, we examined the home learning environment of Canadian families as reported by either the mother (n = 51) or father (n = 30) of their Grade 3 child (n = 81; Mage = 8.7 years; range 8 to 9 years of age). Importantly, mothers’ and fathers’ reports of the home learning environment for school children were similar. For literacy, parents’ knowledge of children’s books and attitudes toward literacy were related to children’s vocabulary skills; home literacy was not related to word reading skills. For mathematics, parents’ reports of the frequency of activities such as practicing arithmetic facts and their attitudes toward mathematics were related to children’s arithmetic fluency. Other aspects of the home learning environment (time spent helping with homework, parents’ math anxiety) were not related to children’s performance. These results suggest some continuity between home learning environments and academic skills after children’s transition to school.
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11
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Musso P, Ligorio MB, Ibe E, Annese S, Semeraro C, Cassibba R. STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents. Front Psychol 2022; 13:879178. [PMID: 35874338 PMCID: PMC9296858 DOI: 10.3389/fpsyg.2022.879178] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 05/30/2022] [Indexed: 11/15/2022] Open
Abstract
While many sociocultural, contextual, biological, behavioral, and psychological variables may contribute to the widespread under-representation of girls and women in the science, technology, engineering, and mathematics (STEM) field, this study focused on STEM-gender stereotypes, school experiences, and adolescence as critical factors in driving students' interest and motivation in STEM. Based on this, the study (a) investigated differences by gender and national context (Italy vs. Nigeria) in adolescents' STEM-gender stereotypes, school empowerment, and school engagement in a preliminary step, and (b) simultaneously examined how adolescents' STEM-gender stereotypes were related to school empowerment and school engagement as well as to socioeconomic status (SES). These latter relations were considered within the context of the potential moderating role of gender and national context. Participants included 213 Italian adolescents (Mage = 13.91; 52.1% girls) and 214 Nigerian adolescents (Mage = 13.92; 60.3% girls), who completed measures of school empowerment and engagement, STEM-gender stereotypes, and SES. A multivariate analysis of covariance showed that Nigerian girls and boys reported significantly higher levels of school empowerment, school engagement, and STEM-gender stereotypes than their Italian peers. Moreover, regardless of the national context, boys scored significantly higher on school empowerment and STEM-gender stereotypes than girls. Furthermore, a multiple-group path analysis revealed how higher school empowerment was related to lower STEM-gender stereotypes in both Italian and Nigerian girls' groups, while higher school engagement was associated with lower STEM-gender stereotypes only in the Nigerian groups. Regardless of gender and nationality, higher SES was linked to lower STEM-gender stereotypes. These findings particularly suggest that school empowerment and school engagement can be relevant dimensions to be studied and to develop strategies to counteract STEM-gender stereotypes in adolescence. Nonetheless, gender and national context are key factors to be considered. Limitations, strengths, future research, and educational implications are discussed.
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Affiliation(s)
- Pasquale Musso
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Maria Beatrice Ligorio
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Ebere Ibe
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Susanna Annese
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Cristina Semeraro
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Rosalinda Cassibba
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
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12
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Celikel B, Çoban AE. Self-Concept With Cross-Cultural Perspective: 36-72-Month-Old Preschool Children in Turkey and Germany. Front Psychol 2022; 13:821074. [PMID: 35677118 PMCID: PMC9169042 DOI: 10.3389/fpsyg.2022.821074] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2021] [Accepted: 05/04/2022] [Indexed: 11/13/2022] Open
Abstract
Children attending preschool education in Turkey and Germany have different cultural environments and education systems. This study aimed at investigating the self-concept of 36-72- month-old preschool children in Turkey, a country with a collectivist culture, and Germany, a country with an individualistic culture. Participants were 433 children (234 female, 199 male) from Turkey and 206 children (102 female, 109 male) from Germany. Three dimensions of self-concept were measured: ability-based, social, and physical. The Self-Concept Questionnaire for Children (Preschool Version) was used for data collection. This process lasted about 5 months. Country (Turkey vs. Germany) and sex (male vs. female) of the child were analyzed as independent variables, and the three dimensions of self-concept (i.e., ability-based, social, and physical) were analyzed as dependent variables. As normality assumption was not met for the subgroups, the Mann-Whitney U test was applied for statistical analysis. Results showed significant differences between children from Turkey and children from Germany in two self-concept dimensions (i.e., ability-based and physical). It was determined that there were no differences between the two countries in social self-concept. It was also determined that there were differences in the ability-based self-concept dimension in 36-72-month-old children depending on gender in Turkey, in favor of male children. On the other hand, it was determined that there were no differences depending on gender in any of the self-concept dimensions in Germany. It was concluded that culture was a factor leading to differentiation in some dimensions of preschool children's self-concept.
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Affiliation(s)
- Busra Celikel
- Department of Early Childhood Education, Institute of Educational Sciences, Hacettepe University, Ankara, Turkey
| | - Aysel E Çoban
- Department of Early Childhood Education, Institute of Educational Sciences, Hacettepe University, Ankara, Turkey
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13
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Mues A, Wirth A, Birtwistle E, Niklas F. Associations Between Children’s Numeracy Competencies, Mothers’ and Fathers’ Mathematical Beliefs, and Numeracy Activities at Home. Front Psychol 2022; 13:835433. [PMID: 35496151 PMCID: PMC9048258 DOI: 10.3389/fpsyg.2022.835433] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 03/11/2022] [Indexed: 11/13/2022] Open
Abstract
Children’s numeracy competencies are not only relevant for their academic achievement, but also later in life. The development of early numeracy competencies is influenced by children’s learning environment. Here, the home numeracy environment (HNE) and parent’s own beliefs about mathematics play an important role for children’s numeracy competencies. However, only a few studies explicitly tested these associations separately for mothers and fathers. In our study, we assessed mothers’ and fathers’ mathematical gender stereotypes, self-efficacy and their beliefs on the importance of mathematical activities at home, and tested their associations with parents’ numeracy activities and children’s numeracy competencies in a sample of N = 160 children (n = 80 girls) with an average age of M = 59.15 months (SD = 4.05). Both, fathers and mothers regarded boys as being more competent in mathematics than girls. Fathers when compared to mothers reported a greater mathematical self-efficacy. Further, only mothers’ self-efficacy was associated with the frequency of numeracy activities with the study child. In contrast, only fathers’ beliefs on the importance of mathematics was associated with their numeracy activities which, in turn, predicted children’s numeracy competencies. However, the non-invariant constructs and varying results lead to the question whether a revision of existing scales assessing parental beliefs and home numeracy activities is needed to investigate differences of mothers and fathers and their potential associations with children’s numeracy outcomes.
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Cosso J, Ellis A, O'Rear CD, Zippert EL, Schmitt SA, Purpura DJ. Conceptualizing the factor structure of parents' math anxiety and associations with children's mathematics skills. Ann N Y Acad Sci 2022; 1511:119-132. [PMID: 35030639 DOI: 10.1111/nyas.14736] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Revised: 11/09/2021] [Accepted: 11/24/2021] [Indexed: 11/28/2022]
Abstract
There is a growing literature examining the association between parents' math anxiety and children's mathematics skills. Previous research has considered parents' math anxiety as a unidimensional construct that primarily focused on parents' experiences doing mathematics themselves. However, this research did not account for parents' experiences when doing mathematics with their children. Thus, there were two goals of the present study: (1) to identify the structure of parents' math anxiety when considering context-dependent situations, and (2) to determine whether parental math anxiety was related to children's early numeracy skills. We conducted a series of confirmatory factor analyses using a sample of 155 preschool children (Mage = 4.20 years, SD = 0.71; 51% female). The best fitting model of parents' math anxiety was a bifactor model, suggesting that parents' math anxiety was best conceptualized as a multidimensional construct. However, structural equation models showed parent math anxiety was not a significant predictor of children's numeracy performance. These findings provide a foundation for understanding parents' math anxiety as multidimensional and raise questions about potential mechanisms that may explain prior work finding mixed relations between math anxiety and children's numeracy performance.
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Affiliation(s)
- Jimena Cosso
- Department of Educational Studies, College of Education, Purdue University, West Lafayette, Indiana
| | - Alexa Ellis
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
| | - Connor D O'Rear
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
| | - Erica L Zippert
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
| | - Sara A Schmitt
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
| | - David J Purpura
- Human Development and Family Studies, Purdue University, West Lafayette, Indiana
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15
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Parental (STEM) Occupations, the Home Numeracy Environment, and Kindergarten Children’s Numerical Competencies. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11120819] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
Abstract
Children’s early numerical competencies are of great importance for later academic achievement. Young children gain these competencies in the context of the home numeracy environment (HNE). Additionally, child characteristics and families’ socioeconomic status (SES) are associated with children’s competencies. In this study, we investigated parents’ occupations (i.e., STEM or non-STEM occupation) as a specific aspect of the SES to understand whether parental occupations are associated with children’s numerical competencies and whether such an association may depend on the HNE. We analysed data from a sample of N = 190 children (Mage = 63.58 months; SD = 4.41) at two measurement points. Correlational analyses and crossed-lagged models were conducted to predict children’s numerical competencies by a global measure of the HNE and parental STEM vs. non-STEM occupations. We found significant associations between parents’ learned and current occupations and the HNE. Further, significant associations between parents’ learned occupations and children’s numerical competencies were observed. However, parents’ current occupations were not significantly associated with children’s numerical competencies. Consequently, more specific facets of the SES instead of a global measure seem to be associated with children’s numerical competencies. A greater focus on specific differences between family characteristics and their potential impact on children’s HNE and the development of their numerical competencies seems expedient.
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Levine SC, Pantoja N. Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. DEVELOPMENTAL REVIEW 2021. [DOI: 10.1016/j.dr.2021.100997] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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17
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Lapytskaia Aidy C, Steele JR, Williams A, Lipman C, Wong O, Mastragostino E. Examining adolescent daughters' and their parents' academic-gender stereotypes: Predicting academic attitudes, ability, and STEM intentions. J Adolesc 2021; 93:90-104. [PMID: 34717265 DOI: 10.1016/j.adolescence.2021.09.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Revised: 09/25/2021] [Accepted: 09/29/2021] [Indexed: 10/20/2022]
Abstract
INTRODUCTION Women continue to be underrepresented in Science, Technology, Engineering, and Mathematics (STEM) and research suggests that academic-gender stereotypes can be a contributing factor. In the present research, we examined whether adolescent daughters' and their parents' gender stereotypes about math and liberal arts would predict the academic orientation of daughters at a critical time of career related decision-making. METHODS Participants included girls in late adolescence (N = 185, Mage = 17) and at least one parent (N = 230, Mage = 49), resulting in 147 mother-daughter dyads and 83 father-daughter dyads. Implicit academic-gender stereotypes were measured using an Implicit Association Test (IAT) and explicit stereotypes, academic attitudes, academic ability, and daughters' intentions to pursue a degree in STEM were measured using self-reports. RESULTS Neither mothers' nor fathers' implicit or explicit academic-gender stereotypes predicted adolescent daughters' implicit stereotypes; however, fathers' explicit stereotypes predicted daughters' explicit stereotypes. In addition, daughters' academic orientation, a latent variable composed of adolescent girls' academic attitudes, academic ability, and intentions to pursue a degree in STEM, was predicted by daughters' own implicit and explicit stereotypes. This was the case for relative orientation toward math versus liberal arts, as well as math (but not liberal arts) orientation. CONCLUSIONS These findings suggest the importance of challenging academic-gender stereotypes during adolescence and suggest that at this stage in development, mothers' and fathers' academic stereotypes might have limited relation to daughters' own implicit associations with academic domains.
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Affiliation(s)
| | | | - Amanda Williams
- School of Education, University of Bristol, Bristol, United Kingdom
| | - Corey Lipman
- Department of Psychology, York University, Toronto, Ontario, Canada
| | - Octavia Wong
- School of Kinesiology and Health Science, York University, Toronto, Ontario, Canada
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18
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Douglas AA, Zippert EL, Rittle-Johnson B. Parents' numeracy beliefs and their early numeracy support: A synthesis of the literature. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2021; 61:279-316. [PMID: 34266568 DOI: 10.1016/bs.acdb.2021.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Parents' academic beliefs influence the academic support they provide to their children. In this chapter, we review the published literature on empirical studies conducted with parents of preschoolers and propose a conceptual model for how different parental numeracy beliefs uniquely and differentially influence parents' early numeracy support and vary with their demographic characteristics. Parents' numeracy beliefs about their children were more consistently related to their numeracy support than their other numeracy beliefs but were inconsistently related to demographic characteristics. Parents' numeracy beliefs about themselves were significantly related to their socioeconomic status and the extent to which their numeracy support focused on advanced early numeracy skills, but were not significantly related to how often they provided numeracy support. We also discuss parents' beliefs regarding where and how children should learn numeracy. Overall, evidence to date highlights the role of parents' beliefs about their children as well as their socioeconomic status. We discuss several future directions.
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Affiliation(s)
- Ashli-Ann Douglas
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States.
| | - Erica L Zippert
- Department of Human Development and Family Studies, Purdue University, Lafayette, IN, United States
| | - Bethany Rittle-Johnson
- Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, United States
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Heck IA, Santhanagopalan R, Cimpian A, Kinzler KD. Understanding the Developmental Roots of Gender Gaps in Politics. PSYCHOLOGICAL INQUIRY 2021. [DOI: 10.1080/1047840x.2021.1930741] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Isobel A. Heck
- Department of Psychology, The University of Chicago, Chicago, Illinois, USA
| | | | - Andrei Cimpian
- Department of Psychology, New York University, New York, New York, USA
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20
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Hornburg CB, Borriello GA, Kung M, Lin J, Litkowski E, Cosso J, Ellis A, King Y, Zippert E, Cabrera NJ, Davis-Kean P, Eason SH, Hart SA, Iruka IU, LeFevre JA, Simms V, Susperreguy MI, Cahoon A, Chan WWL, Cheung SK, Coppola M, De Smedt B, Elliott L, Estévez-Pérez N, Gallagher-Mitchell T, Gardner-Neblett N, Gilmore C, Leyva D, Maloney EA, Manolitsis G, Melzi G, Mutaf-Yıldız B, Nelson G, Niklas F, Pan Y, Ramani GB, Skwarchuk SL, Sonnenschein S, Purpura DJ. Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective. JOURNAL OF NUMERICAL COGNITION 2021; 7:195-220. [PMID: 34778511 PMCID: PMC8589301 DOI: 10.5964/jnc.6143] [Citation(s) in RCA: 27] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children's outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds. Presentations and discussions during the conference centered broadly on the need to better operationalize and measure the HME as a construct - focusing on issues related to child, family, and community factors, country and cultural factors, and the cognitive and affective characteristics of caregivers and children. Results of the conference and a subsequent writing workshop include a synthesis of core questions and key considerations for the field of research on the HME. Findings highlight the need for the field at large to use multi-method measurement approaches to capture nuances in the HME, and to do so with increased international and interdisciplinary collaboration, open science practices, and communication among scholars.
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Affiliation(s)
| | | | | | - Joyce Lin
- California State University, Fullerton
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21
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Ma M, Li D, Zhang L. Longitudinal prediction of children's math anxiety from parent-child relationships. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102016] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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22
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Cvencek D, Brečić R, Gaćeša D, Meltzoff AN. Development of Math Attitudes and Math Self-Concepts: Gender Differences, Implicit-Explicit Dissociations, and Relations to Math Achievement. Child Dev 2021; 92:e940-e956. [PMID: 33605449 DOI: 10.1111/cdev.13523] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Three hundred and ninety-one children (195 girls; Mage = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit-explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.
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23
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Wang Z, Fong FTK, Meltzoff AN. Enhancing same-gender imitation by highlighting gender norms in Chinese pre-school children. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2020; 39:133-152. [PMID: 33095503 DOI: 10.1111/bjdp.12356] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2020] [Revised: 09/27/2020] [Indexed: 12/16/2022]
Abstract
Children selectively imitate in-group over outgroup individuals under certain experimental conditions. We investigated whether this bias applies to gender in-groups in China. Three- and five-year-olds were shown how to operate novel objects by same-gender and opposite-gender models. Results indicate that the combination of verbally highlighting the gender identity of the model (e.g., 'I am a girl') and making gender norms explicit (e.g., 'girls play this way') significantly enhances high-fidelity imitation. This 'double social effect' was more robust in 5-year-olds than 3-year-olds. Our results underscore how language about gender and the norms for gender-based groups influence behavioural imitation. The pattern of findings enhances our knowledge about pre-schoolers' social learning and imitation as well as the powerful influence of language and group norms on children's voluntary actions and learning.
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Affiliation(s)
- Zhidan Wang
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Frankie T K Fong
- Early Cognitive Development Centre, School of Psychology, University of Queensland, Brisbane, Queensland, Australia
| | - Andrew N Meltzoff
- Institute for Learning and Brain Sciences, University of Washington, Seattle, Washington, USA
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24
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Vuletich HA, Kurtz-Costes B, Cooley E, Payne BK. Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs. PLoS One 2020; 15:e0238230. [PMID: 32898854 PMCID: PMC7478909 DOI: 10.1371/journal.pone.0238230] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Accepted: 08/12/2020] [Indexed: 11/29/2022] Open
Abstract
In a cross-sectional study of youth ages 8-15, we examined implicit and explicit gender stereotypes regarding math and language abilities. We investigated how implicit and explicit stereotypes differ across age and gender groups and whether they are consistent with cultural stereotypes. Participants (N = 270) completed the Affect Misattribution Procedure (AMP) and a survey of explicit beliefs. Across all ages, boys showed neither math nor language implicit gender biases, whereas girls implicitly favored girls in both domains. These findings are counter to cultural stereotypes, which favor boys in math. On the explicit measure, both boys' and girls' primary tendency was to favor girls in math and language ability, with the exception of elementary school boys, who rated genders equally. We conclude that objective gender differences in academic success guide differences in children's explicit reports and implicit biases.
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Affiliation(s)
- Heidi A. Vuletich
- Department of Psychological and Brain Sciences, Indiana University Bloomington, Bloomington, Indiana, United States of America
| | - Beth Kurtz-Costes
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Erin Cooley
- Department of Psychological and Brain Sciences, Colgate University, Hamilton, New York, United States of America
| | - B. Keith Payne
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
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25
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Vanbinst K, Bellon E, Dowker A. Mathematics Anxiety: An Intergenerational Approach. Front Psychol 2020; 11:1648. [PMID: 32793047 PMCID: PMC7385133 DOI: 10.3389/fpsyg.2020.01648] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Accepted: 06/17/2020] [Indexed: 11/13/2022] Open
Abstract
This study investigated mathematics anxiety from an intergenerational perspective, by investigating data on 172 primary-school children and both their biological parents. This family dataset (n = 516) allowed us to not only replicate previous findings per generation but also, importantly, explore intergenerational correlations. We found a significant negative association between sixth graders’ arithmetical performance and their mathematics anxiety. Gender differences occurred in each generation: females were more anxious than males about mathematics. Interestingly, these gender differences were not found in actual arithmetical performance. Analyses of our intergenerational data revealed that children’s mathematics anxiety was significantly associated with their mothers’ mathematics anxiety and both their mothers’ and fathers’ educational level. Regression analyses revealed that the significance level of mothers’ mathematics anxiety became borderline when considering mathematics anxiety and educational level of both parents simultaneously. Interestingly, mathematics anxiety as well as educational level of both biological parents was associated, suggesting that mathematics anxiety results from a complex entanglement of nature and nurture. Current intergenerational data suggest a complex familial basis of mathematics anxiety and indicate that the investigation of parental levels of education and mathematics anxiety contributes to the understanding of individual differences in children’s arithmetic performance.
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Affiliation(s)
- Kiran Vanbinst
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Elien Bellon
- Parenting and Special Education Research Unit, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
| | - Ann Dowker
- Department of Experimental Psychology, University of Oxford, Oxford, United Kingdom
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26
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Spinner L, Cameron L, Ferguson HJ. Children's and parents' looking preferences to gender-typed objects: Evidence from eye tracking. J Exp Child Psychol 2020; 199:104892. [PMID: 32682100 DOI: 10.1016/j.jecp.2020.104892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2019] [Revised: 05/05/2020] [Accepted: 05/06/2020] [Indexed: 11/27/2022]
Abstract
Differences between children's and parents' implicit and explicit gender stereotypes were investigated in two experiments. For the first time, the visual world paradigm compared parents' and 7-8-year-old children's looking preferences toward masculine- and feminine-typed objects stereotypically associated with a story character's gender. In Experiment 1 participants listened to sentences that included a verb that inferred intentional action with an object (e.g., "Lilly/Alexander will play with the toy"), and in Experiment 2 the verb was replaced with a neutral verb (e.g., "Lilly/Alexander will trip over the toy"). A questionnaire assessed participants' explicit gender stereotype endorsement (and knowledge [Experiment 2]) of children's toys. Results revealed that parents and children displayed similar implicit stereotypes, but different explicit stereotypes, to one another. In Experiment 1, both children and parents displayed looking preferences toward the masculine-typed object when the story character was male and looking preferences toward the feminine-typed object when the character was female. No gender effects were found with a neutral verb in Experiment 2, reinforcing the impact of gender stereotypes on implicit processing and showing that the effects are not simply driven by gender stereotypic name-object associations. In the explicit measure, parents did not endorse the gender stereotypes related to toys but rather appeared to be egalitarian, whereas children's responses were gender stereotypic.
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Affiliation(s)
- Lauren Spinner
- School of Psychology, Keynes College, University of Kent, Canterbury, Kent CT2 7NP, UK.
| | - Lindsey Cameron
- School of Psychology, Keynes College, University of Kent, Canterbury, Kent CT2 7NP, UK
| | - Heather J Ferguson
- School of Psychology, Keynes College, University of Kent, Canterbury, Kent CT2 7NP, UK
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