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Scheibe DA, Wyatt L, Fitzsimmons CJ, Mielicki MK, Schiller LK, Thompson CA. Impacts of number lines and circle visual displays on caregivers' fraction understanding. J Exp Child Psychol 2024; 246:105983. [PMID: 38909523 DOI: 10.1016/j.jecp.2024.105983] [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: 09/20/2023] [Revised: 05/01/2024] [Accepted: 05/03/2024] [Indexed: 06/25/2024]
Abstract
Playful fraction picture books, together with math instructional content called "back matter," may promote fraction learning, which is crucial because fractions are difficult and often disliked content. However, open questions remain regarding how different types of back matter may affect caregivers' ability to use fraction picture books as a teaching tool. The current study offers a novel investigation into how back matter affects caregivers' (N = 160) fraction understanding (i.e., equivalence and arithmetic) and subjective beliefs about math using a pretest/posttest design. We contrasted existing back matter text with research-informed back matter text crossed with either circle area or number line visual displays. Caregivers' performance improved from pretest to posttest in the Researcher-Generated + Circles condition (fraction equivalence) and in the Existing + Circles, Researcher-Generated + Circles, and Researcher-Generated + Number Lines conditions (fraction arithmetic). In addition, caregivers were aware of their learning; they predicted improvements in their fraction arithmetic performance over time. These findings suggest that brief interventions, such as back matter in children's picture books, may improve adults' fraction understanding.
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Affiliation(s)
- Daniel A Scheibe
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, USA.
| | - Lauren Wyatt
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, USA
| | | | - Marta K Mielicki
- Psychological Sciences, Rutgers University, New Brunswick, NJ 08901, USA; SRI International, Menlo Park, CA 94025, USA
| | | | - Clarissa A Thompson
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, 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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Simmons FR, Soto-Calvo E, Adams AM, Francis HN, Patel H, Hartley C. Longitudinal associations between parental mathematics anxiety and attitudes and young children's mathematics attainment. J Exp Child Psychol 2024; 238:105779. [PMID: 37783015 DOI: 10.1016/j.jecp.2023.105779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 08/25/2023] [Accepted: 08/29/2023] [Indexed: 10/04/2023]
Abstract
The associations between parental mathematics anxiety and attitudes and children's mathematics attainment in early primary school were explored. Initially, parents of preschool children (Mage = 3;11 [years;months]) completed a questionnaire indexing parental mathematics anxiety and attitudes and the frequency of preschool home number experiences. The children completed mathematics assessments in their first year (n = 231, Mage = 5;2) and second year (n = 119, Mage = 6;3) of schooling and a mathematics anxiety questionnaire in their third year of schooling (n = 119, Mage = 6;7). A questionnaire indexing the frequency of primary school home number experiences was completed by 119 of the parents in their children's second year of schooling (Mage = 6;0). All indices of parental mathematics anxiety and attitudes predicted children's mathematics attainment in their first school year. These associations were independent of parental mathematics attainment and were not mediated by the frequency of preschool home number experiences. Furthermore, the positive association between preschool home number experiences and children's mathematics attainment was not weaker in the context of high parental mathematics anxiety or negative parental mathematics attitudes. One index of parental mathematics attitudes predicted children's mathematics attainment in their second school year, but this association was not significant when prior attainment was controlled. There was a stronger association between maternal mathematics anxiety and girls' attainment versus boys' attainment. Parental mathematics anxiety did not predict children's mathematics anxiety. The findings suggest that children whose parents have high mathematics anxiety or negative mathematics attitudes are more likely to have lower mathematics attainment in their first year of school. However, the mechanism underpinning this association is not yet established.
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Affiliation(s)
- Fiona R Simmons
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK.
| | - Elena Soto-Calvo
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
| | - Anne-Marie Adams
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
| | - Hannah N Francis
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
| | - Hannah Patel
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
| | - Courtney Hartley
- School of Psychology, Liverpool John Moores University, Liverpool L3 3AF, UK
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Szucs D, Toffalini E. Maths anxiety and subjective perception of control, value and success expectancy in mathematics. ROYAL SOCIETY OPEN SCIENCE 2023; 10:231000. [PMID: 38034120 PMCID: PMC10685112 DOI: 10.1098/rsos.231000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Accepted: 11/09/2023] [Indexed: 12/02/2023]
Abstract
Mathematics anxiety (MA) is an academic anxiety related to doing, learning and testing mathematics. MA can negatively affect mathematics performance, motivation and maths-heavy science and technology-related career choices. Previous data suggest that subjective perceptions and interpretations of students are key in the genesis of MA. Here, based on expectancy-value and control-value theory, we aimed to identify potential, theoretically based subjective factors probably key to understanding MA. We analysed data from 151 745 fifteen-year-old children from 65 'countries and economies' from the Programme for International Student Assessment (PISA) 2012 dataset. Subjective self-perceptions had a stronger relationship with MA than maths achievement. We found that higher MA was associated with lower perceived control over maths activities and lower subjective expectation of success. Surprisingly, children with higher subjective valuation of maths had higher MA for similar levels of subjective control and success expectancy in maths. Results offer an improved understanding of potential antecedents of MA and suggest that effective interventions could be based on gradual confidence building in maths. These could primarily draw on a deeper understanding of the subject improving subjective success expectancy and feeling of control over maths activities. Cultural variation in findings is discussed.
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Affiliation(s)
- Denes Szucs
- Department of Psychology, University of Cambridge, Cambridge CB2 1TN, UK
| | - Enrico Toffalini
- Department of General Psychology, University of Padua, Padua, Italy
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Jiang Q, Shi L, Zheng D, Mao W. Parental homework involvement and students' mathematics achievement: a meta-analysis. Front Psychol 2023; 14:1218534. [PMID: 37519352 PMCID: PMC10373934 DOI: 10.3389/fpsyg.2023.1218534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Accepted: 06/26/2023] [Indexed: 08/01/2023] Open
Abstract
Introduction Given the importance of parent involvement to students' academic achievement, researchers have used a variety of methods to investigate the relationship between the two, but few focus on the relationship between parental homework involvement and students' achievement in a specific subject by using meta-analysis. This meta-analysis investigated the relationship between parent homework involvement and students' mathematics achievement from two dimensions: supportive (SPI) and intrusive parent homework involvement (IPI), along with their moderators. Methods Accessed through Web of Science, Taylor and Francis Online, EBSCO, Springer Link, Elsevier, and ProQuest databases, a total of 20 empirical studies between 2005 to 2022, 41 independent effect sizes were included (N = 16,338). Effect size estimations were obtained by transforming Fisher's correlation coefficient. This study has conducted the heterogeneity tests of the magnitudes grouped according to different moderators, and investigated the publication bias that affects meta-analysis studies. Results and discussion The results showed an overall positive link between SPI and students' mathematics achievement (r = 0.076, 95% CI = [0.037, 0.114]) and a negative link between IPI and students' mathematics achievement (r = -0.153, 95% CI = [-0.226, -0.079]). For the link of SPI and students' mathematics achievement, the effect sizes were (a) strongest when SPI was measured by autonomy support, followed by content support and provision of structure respectively; (b) stronger when students' mathematics achievement indicated by non-standardized measurement than standardized measurement. For the link of IPI and students' mathematics achievement, the effect sizes varied across grade level, strongest in high school, followed by middle school and lowest in primary school. These findings provide important implications for how to improve parental homework involvement practice to increase students' mathematics achievement.
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6
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Wang C, Li X, Wang HJ. The mediating effect of math self-efficacy on the relationship between parenting style and math anxiety. Front Psychol 2023; 14:1197170. [PMID: 37359871 PMCID: PMC10289032 DOI: 10.3389/fpsyg.2023.1197170] [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: 03/30/2023] [Accepted: 05/18/2023] [Indexed: 06/28/2023] Open
Abstract
The present study aims to investigate the associations among math self-efficacy, parenting style, and math anxiety in primary school children. The sample comprised 400 participants, aged between 10 and 11 years old, from an elementary school in China. Participants completed three self-reported questionnaires on math anxiety, parenting styles and math self-efficacy. The results revealed that rejection was strongly and positively correlated with math anxiety, while emotional warmth was negatively related to math anxiety. Interestingly, math anxiety was found to be related to rejection, with math self-efficacy playing a mediating role in this relationship. Conversely, math self-efficacy played a mediating role in the relationship between parenting styles and math anxiety, while over protection exhibited no significant correlation with math anxiety. The study also showed that gender differences existed in the level of math anxiety and math self-efficacy, with boys exhibiting lower math anxiety and higher math self-efficacy than girls. These results provide important insights into the development and treatment of math anxiety in primary school children. Specifically, parents and educators should focus on enhancing children's math self-efficacy beliefs, while adopting a parenting style characterized by emotional warmth and low levels of rejection.
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Affiliation(s)
- Chao Wang
- Department of Psychology, Huzhou University, Huzhou, China
- Department of Psychology, Neuroscience and Behaviour, McMaster University, Hamilton, ON, Canada
| | - Xian Li
- Department of Psychology, Huzhou University, Huzhou, China
| | - Hui-jiao Wang
- Department of Psychology, Huzhou University, Huzhou, China
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7
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Kim J, Shin YJ, Park D. Peer network in math anxiety: A longitudinal social network approach. J Exp Child Psychol 2023; 232:105672. [PMID: 37003154 DOI: 10.1016/j.jecp.2023.105672] [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: 07/25/2022] [Revised: 02/28/2023] [Accepted: 02/28/2023] [Indexed: 04/03/2023]
Abstract
Regardless of age, math anxiety (i.e., adverse affective reactions in situations involving math) is associated with lower math achievement. Previous studies have investigated the role of adult figures (e.g., parents, teachers) in the development of children's math anxiety. However, given the importance of peer relationships during adolescence, we examined friendship selection and social influence on children's math anxiety using longitudinal peer network analyses. Throughout the academic semester, we found that children became more similar to their peers in math anxiety levels but did not form new peer networks based on their levels of math anxiety. These findings highlight the importance of peers' emotional reactions to math, which could influence future academic achievement and career aspirations considerably.
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Affiliation(s)
- Jingu Kim
- Radboud University, 6525 XZ Nijmegen, The Netherlands; Busan National University of Education, Yeonje-gu, Busan 47503, South Korea
| | - Yun-Jeong Shin
- Seoul National University, Gwanak-gu, Seoul 08826, South Korea
| | - Daeun Park
- Sungkyunkwan University, Jongno-gu, Seoul 03063, South Korea.
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8
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Cosso J, Finders JK, Duncan RJ, Schmitt SA, Purpura DJ. The home numeracy environment and children's math skills: The moderating role of parents' math anxiety. J Exp Child Psychol 2023; 227:105578. [PMID: 36403295 DOI: 10.1016/j.jecp.2022.105578] [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: 09/20/2021] [Revised: 10/10/2022] [Accepted: 10/11/2022] [Indexed: 11/18/2022]
Abstract
Evidence suggests that parents' math anxiety moderates the association between parents' help in mathematics homework and first graders' mathematics skills. Understanding whether similar associations are evident in younger children, in regard to the home numeracy environment (HNE) is essential, given that early math skills are strong predictors of later academic outcomes, and children's skills prior to kindergarten are fostered principally by their parents. Thus, the purpose of this study was to examine the association and interaction between the HNE and parents' math anxiety related to preschool children's numeracy performance. Participants were 121 parent-child dyads. Results from hierarchical multiple regression models demonstrated that parents' math anxiety and the HNE, included as separate predictors of children's math skills, were not statistically significant. However, the interaction between HNE and parents' math anxiety was statistically significant, such that the positive association between HNE and children's numeracy skills emerged when parents felt less anxious about math. These findings highlight the importance of accounting for parents' math anxiety when exploring the home influences on children's numeracy skills.
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Affiliation(s)
- Jimena Cosso
- Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, PA, 16803, USA.
| | - Jennifer K Finders
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
| | - Robert J Duncan
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
| | | | - David J Purpura
- Human Development and Family Studies, College of Health and Human Sciences, Purdue University, West Lafayette, IN, USA
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John JE, Insouvanh K, Robnett RD. The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:230-250. [PMID: 36166482 DOI: 10.1111/jora.12800] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
The current study explored the relationships between three components of gender identity, peer support, math anxiety, and math outcomes in a sample of middle school students (N = 295). Separate path analyses were conducted for girls and boys. For boys, gender contentedness was related to higher math grades through a reduction in evaluation math anxiety. For girls, felt pressure was related to a reduction in self reported math grades through an increase in learning math anxiety. In addition, peer support in math was associated with lower learning math anxiety and higher math grades for girls, whereas peer support in math was not associated with math anxiety or math outcomes for boys. Implications for future research and education interventions are discussed.
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10
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Ribner AD, Ahmed SF, Miller-Cotto D, Ellis A. The role of executive function in shaping the longitudinal stability of math achievement during early elementary grades. EARLY CHILDHOOD RESEARCH QUARTERLY 2023; 64:84-93. [PMID: 36937227 PMCID: PMC10019360 DOI: 10.1016/j.ecresq.2023.02.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
There is substantial rank-order stability in children's mathematical skills throughout development. Research has shown that children who enter school with relatively low math skills are unlikely to catch up to peers who begin kindergarten with more developed math skills. Emerging evidence suggests that children's executive function skills might play an important role in shaping the rate and stability of mathematical skill development during early development. Therefore in the present study, we used data from the Early Childhood Longitudinal Study-Kindergarten Cohort 2010-11-a prospective sample of over 18,000 children in the United States-to examine executive function as an antecedent to characteristics of growth in math skills and to test whether executive function moderates the longitudinal stability of math achievement from kindergarten through second grade. Latent growth curve models reveal that executive function is related to not only the level of math skills at school entry but also to the rate of growth in early elementary years. Moreover, we found that executive function moderated the stability of math achievement from kindergarten to second grade, suggesting that early executive function skills can serve as a compensatory mechanism for children who enter school with lower levels of mathematical skills. These findings might have important implications for narrowing gaps in math achievement during early elementary school.
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Affiliation(s)
- Andrew D. Ribner
- University of Pittsburgh, Learning Research and Development Center
| | - Sammy F. Ahmed
- Michigan State University, Department of Human Development and Family Studies
| | | | - Alexa Ellis
- Purdue University, Department of Human Development and Family Studies
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11
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Hildebrand L, Posid T, Moss-Racusin CA, Hymes L, Cordes S. Does my daughter like math? Relations between parent and child math attitudes and beliefs. Dev Sci 2023; 26:e13243. [PMID: 35148026 DOI: 10.1111/desc.13243] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2021] [Revised: 10/31/2021] [Accepted: 12/10/2021] [Indexed: 12/15/2022]
Abstract
As early as age six, girls report higher math anxiety than boys, and children of both genders begin to endorse the stereotype that males are better at math than females. However, very few studies have examined the emergence of math attitudes in childhood, or the role parents may play in their transmission. The present study is the first to investigate the concordance of multiple implicit and explicit math attitudes and beliefs between 6- and 10-year-old children and their parents. Data from implicit association tasks (IATs) reveal that both parents and their children have implicit associations between math and difficulty, but only parents significantly associated math with males. Notably, males (fathers and sons) were more likely than females (mothers and daughters) to identify as someone who likes math (instead of reading), suggesting gender differences in academic preferences emerge early and remain consistent throughout adulthood. Critically, we provide the first evidence that both mothers' and fathers' attitudes about math relate to a range of math attitudes and beliefs held by their children, particularly their daughters. Results suggest that girls may be especially sensitive to parental math attitudes and beliefs. Together, data indicate that children entering formal school already show some negative math attitudes and beliefs and that parents' math attitudes may have a disproportionate impact on young girls.
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Affiliation(s)
- Lindsey Hildebrand
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA
| | - Tasha Posid
- Wexner Medical Center, The Ohio State University, Columbus, Ohio, USA
| | | | - Laura Hymes
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA
| | - Sara Cordes
- Department of Psychology and Neuroscience, Boston College, Chestnut Hill, Massachusetts, USA
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12
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Bored, Distracted, and Confused: Emotions That Promote Creativity and Learning in a 28-Month-Old Child Using an iPad. J Intell 2022; 10:jintelligence10040118. [PMID: 36547505 PMCID: PMC9783091 DOI: 10.3390/jintelligence10040118] [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: 07/28/2022] [Revised: 11/07/2022] [Accepted: 11/22/2022] [Indexed: 12/12/2022] Open
Abstract
Digital technology is increasingly becoming a part of daily life, including the lives of children. Portable digital devices are omnipresent and integrated into activities that did not previously require them. The related skills are often referred to as 21st-century skills, constituting a new type of literacy: digital literacy. These devices and skills bring unique, innovative elements to the learning experience; yet, we do not know the extent to which behavior, emotion, and socialization are affected by such experience. For preschool-aged children, interactions with digital devices and games for the purposes of learning can lead to a state of confusion and boredom, an emotional driving force that may generate mind-wandering and exploration, which, in turn, may facilitate learning. Our interdisciplinary observational case study examined the behavioral patterns linked to digital game-based learning (DGBL) by observing how a child's mind-wandering contributed to iPad use when they were allowed to freely engage with the device and explore independently during the learning process. Building on a previous case study of a 28-month-old boy, "Ryan", we evaluated the effects of bouts of mind-wandering as he played various DGBL applications (apps) by examining the length of time that Ryan exhibited relevant affective and behavioral states, iPad manipulations, and social interaction during the playtime. Ryan's interactions with the iPad were video recorded for five weeks, and the video footage was coded using a detailed rubric. The results indicated that negative emotions, such as boredom, distraction, and confusion, if coupled with attentiveness and persistence, led to positive mind-wandering and positive learning outcomes. However, when boredom was coupled with frustration, it led to negative mind-wandering and a lack of learning outcomes. In conclusion, our study presents evidence that DGBL apps may improve learning by capitalizing on positive and avoiding negative mind-wandering.
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Guzmán B, Rodríguez C, Ferreira RA. Moderated-moderation effect of parents’ math anxiety and home numeracy activities on young children’s math performance-anxiety relationship. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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14
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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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15
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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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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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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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Silver AM, Libertus ME. Environmental influences on mathematics performance in early childhood. NATURE REVIEWS PSYCHOLOGY 2022; 1:407-418. [PMID: 36330081 PMCID: PMC9624502 DOI: 10.1038/s44159-022-00061-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/15/2022] [Indexed: 06/16/2023]
Abstract
Math skills relate to lifelong career, health, and financial outcomes. Individuals' own cognitive abilities predict math performance and there is growing recognition that environmental influences including differences in culture and variability in math engagement also impact math skills. In this Review, we summarize evidence indicating that differences between languages, exposure to math-focused language, socioeconomic status, attitudes and beliefs about math, and engagement with math activities influence young children's math performance. These influences play out at the community and individual level. However, research on the role of these environmental influences for foundational number skills, including understanding of number words, is limited. Future research is needed to understand individual differences in the development of early emerging math skills such as number word skills, examining to what extent different types of environmental input are necessary and how children's cognitive abilities shape the impact of environmental input.
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Affiliation(s)
- Alex M. Silver
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA, USA
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19
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Ouyang X, Zhang X, Zhang Q. Spatial skills and number skills in preschool children: The moderating role of spatial anxiety. Cognition 2022; 225:105165. [PMID: 35596969 DOI: 10.1016/j.cognition.2022.105165] [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: 11/01/2021] [Revised: 04/12/2022] [Accepted: 05/09/2022] [Indexed: 11/28/2022]
Abstract
Spatial ability is a strong and stable predictor of mathematical performance. However, of the three key components of spatial ability, spatial perception and spatial visualization have received less attention than mental rotation in relation to specific mathematical competencies of young children. Even less is known about the role of spatial anxiety in this relationship. This study examined the longitudinal relations of spatial perception and spatial visualization to three number skills (i.e., number line estimation, subitizing, and word problem-solving) among 190 preschool children, and whether these relations varied as a function of spatial anxiety. The results showed that children's spatial perception and spatial visualization skills, measured in the third preschool year (Time 1 [T1]), were positively associated with their word problem-solving six months later (Time 2 [T2]). Children's T1 spatial perception was also positively associated with their T2 subitizing and number line skills. In addition, T1 spatial anxiety moderated the relation between T1 spatial perception and T2 subitizing: the relation between the two was stronger for children with low levels of spatial anxiety than it was for those with moderate or high levels. The findings offer valuable insights into how spatial cognition and affect jointly relate to children's early number skills.
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Affiliation(s)
- Xiangzi Ouyang
- Faculty of Education, The University of Hong Kong, Hong Kong, China
| | - Xiao Zhang
- Faculty of Education, The University of Hong Kong, Hong Kong, China.
| | - Qiusi Zhang
- English Department, Purdue University, West Lafayette, Indiana, USA
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20
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O'Hara G, Kennedy H, Naoufal M, Montreuil T. The role of the classroom learning environment in students' mathematics anxiety: A scoping review. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1458-1486. [PMID: 35538624 DOI: 10.1111/bjep.12510] [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: 01/21/2021] [Accepted: 03/19/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND Math anxiety is a common experience that interferes with learning and achievement in mathematics. Considering that mathematics learning mostly takes place within the classroom, it is critical to examine how math anxiety develops in this context. AIMS The purpose of the current scoping review was to identify classroom-learning environment factors associated with math anxiety in elementary and high school students. SAMPLE(S) Out of an initial sample of 3011 studies, 28 were eligible for inclusion. METHODS Data on author(s), publication year, and study location; sample demographics; classroom variables; intervention details (if applicable); measures; and key results were extracted from articles. RESULTS Numerous protective and vulnerability factors were identified. CONCLUSIONS Directions for future research and methodological implications were explored.
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Affiliation(s)
- Gabrielle O'Hara
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Heather Kennedy
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Michael Naoufal
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Tina Montreuil
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada.,Department of Psychiatry, Faculty of Medicine and Health Sciences, McGill University, Montreal, Quebec, Canada.,Research Institute - McGill University Health Centre, Montreal, Quebec, Canada
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21
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Ng C, Chen Y, Wu C, Chang T. Evaluation of math anxiety and its remediation through a digital training program in mathematics for first and second graders. Brain Behav 2022; 12:e2557. [PMID: 35349762 PMCID: PMC9120910 DOI: 10.1002/brb3.2557] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Revised: 01/20/2022] [Accepted: 03/01/2022] [Indexed: 11/07/2022] Open
Abstract
INTRODUCTION Math anxiety severely impacts individuals' learning and future success. However, limited is understood about the profile in East Asian cultures where students genuinely show high-level math anxiety, despite that they outperform their Western counterparts. Here, we investigate the relation between math anxiety and math achievement in children as young as first and second graders in Taiwan. Further, we evaluate whether intensive exposure to digital game-based learning in mathematics could ameliorate math anxiety. METHODS The study first evaluated a group of 159 first and second graders' math anxiety and its correlation with math performance. Subsequently, a quasi-experimental design was adopted: 77 of the children continued and participated in multi-component digital game training targeting enumeration, speeded calculation, and working memory. Post-assessment was administered afterward for further evaluation of training-associated effects. RESULTS Results confirmed that math anxiety was negatively associated with school math achievement, which assessed numerical knowledge and arithmetic calculation. Furthermore, children's math anxiety was remarkably reduced via digital training in mathematics after 6-week intensive remediation. Crucially, this math anxiety relief was more prominent in those with high-level math anxiety. Although the children who underwent the training showed training-induced math achievement and working memory enhancement, this cognitive improvement appeared to be independent of the math anxiety relief. CONCLUSION Our findings demonstrate that students can show highly negative emotions and perceptions toward learning even in high-achieving countries. Auspiciously, the feeling of distress toward learning has the feasibility to be relieved from short-term intensive training. Our study suggests a new approach of early treatments to emotional disturbance that can lead to permanent consequences in individuals.
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Affiliation(s)
- Chan‐Tat Ng
- Department of PsychologyNational Chengchi UniversityTaipei CityTaiwan, ROC
| | - Yin‐Hua Chen
- Research Center for Mind, Brain, and LearningNational Chengchi UniversityTaipei CityTaiwan, ROC
- Graduate Institute of Athletics and Coaching ScienceNational Taiwan Sport UniversityTaoyuan CityTaiwan, ROC
| | - Chao‐Jung Wu
- Department of Education Psychology and CounselingNational Taiwan Normal UniversityTaipei CityTaiwan, ROC
| | - Ting‐Ting Chang
- Department of PsychologyNational Chengchi UniversityTaipei CityTaiwan, ROC
- Research Center for Mind, Brain, and LearningNational Chengchi UniversityTaipei CityTaiwan, ROC
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22
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Barger MM, Xiong Y, Ferster AE. Identifying False Growth Mindsets in Adults and Implications for Mathematics Motivation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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23
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Elementary School Children’s Home Learning Environments: Mathematics, Reading, Science, and Written Language. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12050313] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
It is well accepted that the home learning environment impacts school performance; however, much of the previous research has focused on preschool children. This exploratory study used an online, Qualtrics survey to ask parents (N = 177) of elementary students about the home learning environment. Our research questions addressed (1) the amount of time children spend on mathematics, reading, written language, and science at home, and differences by subject and/or grade; (2) parental beliefs about the importance of engaging in home learning activities in each of the four subjects; (3) parental confidence in supporting each of the four academic subjects; (4) parental and child enjoyment of the four academic subjects; and (5) who (parents, child, or teacher) initiated home learning activities in the different subject areas. The results indicated that elementary school-age children were engaged in reading, mathematics, science, and written language activities at home; however, the most time was spent on reading activities. Parents reported viewing engagement and assistance with academically related activities at home as important; however, they were more confident assisting with reading and written language than mathematics or science. Strong associations were noted between parental enjoyment of a subject and their confidence in assisting their child. Overall, teachers initiated more activities for older children and were more likely to initiate mathematics activities. When children initiated an activity, it was typically reading related.
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24
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Girelli L. What does gender has to do with math? Complex questions require complex answers. J Neurosci Res 2022; 101:679-688. [PMID: 35443070 DOI: 10.1002/jnr.25056] [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: 08/31/2021] [Revised: 03/31/2022] [Accepted: 04/03/2022] [Indexed: 01/29/2023]
Abstract
Whether mathematics is a gendered domain or not is a long-lasting issue bringing along major social and educational implications. The females' underrepresentation in science, technology, engineering, and mathematics (STEM) has been considered one of the key signs of the math gender gap, although the current view largely attributes the origin of this phenomenon to sociocultural factors. Indeed, recent approaches to math gender differences reached the universal conclusion that nature and nurture exert reciprocal effects on each other, establishing the need for approaching the study of the math gender issue only once its intrinsic complexity has been accepted. Building upon a flourishing literature, this review provides an updated synthesis of the evidence for math gender equality at the start, and for math gender inequality on the go, challenging the role of biological factors. In particular, by combining recent findings from different research areas, the paper discusses the persistence of the "math male myth" and the associated "female are not good at math myth," drawing attention to the complex interplay of social and cultural forces that support such stereotypes. The suggestion is made that longevity of these myths results from the additive effects of two independent cognitive biases associated with gender stereotypes and with math stereotypes, respectively. Scholars' responsibility in amplifying these myths by pursuing some catching lines of research is also discussed.
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Affiliation(s)
- Luisa Girelli
- Department of Psychology, University of Milano-Bicocca, Milano, Italy.,NeuroMI, Milan Center for Neuroscience, Milano, Italy
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25
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Wu J, Barger MM, Oh DD, Pomerantz EM. Parents' daily involvement in children's math homework and activities during early elementary school. Child Dev 2022; 93:1347-1364. [PMID: 35435993 PMCID: PMC9542134 DOI: 10.1111/cdev.13774] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This research examined parents’ involvement in children’s math homework and activities. During 2017 to 2019, American parents (N = 483; 80% mothers; 67% white) of young elementary school children (Mage = 7.47 years; 50% girls) reported on their math helping self‐efficacy; they also reported on their involvement in children’s math homework and activities daily for 12 days. At this time and a year later, children’s math motivation and achievement were assessed. Parents’ involvement in homework (vs. activities) was more affectively negative (d = .34), particularly among parents low in self‐efficacy (d = .23). The more affectively negative parents’ involvement, particularly in homework, the poorer children’s later math motivation and achievement (βs = −.09 to .20).
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Affiliation(s)
- Jiawen Wu
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA
| | - Michael M Barger
- Department of Educational Psychology, University of Georgia, Athens, Georgia, USA
| | - Dajung Diana Oh
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA
| | - Eva M Pomerantz
- Department of Psychology, University of Illinois at Urbana-Champaign, Champaign, Illinois, USA
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26
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Mishra A, Walker K, Oshiro B, Langdon C, Coppola M. Mathematics anxiety in deaf, hard of hearing, and hearing college students. Ann N Y Acad Sci 2022; 1513:89-107. [PMID: 35365866 PMCID: PMC9541499 DOI: 10.1111/nyas.14773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Accepted: 03/02/2022] [Indexed: 11/28/2022]
Abstract
While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students’. We investigated whether DHH students’ experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self‐report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students’ likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences.
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Affiliation(s)
- Akriti Mishra
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut
| | - Kristin Walker
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut.,Department of Psychology, Stony Brook University, Stony Brook, New York
| | - Briana Oshiro
- Department of Educational Psychology, University of Connecticut, Storrs, Connecticut
| | - Clifton Langdon
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut
| | - Marie Coppola
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut.,Department of Linguistics, University of Connecticut, Storrs, Connecticut
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27
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Cipora K, Santos FH, Kucian K, Dowker A. Mathematics anxiety-where are we and where shall we go? Ann N Y Acad Sci 2022; 1513:10-20. [PMID: 35322431 PMCID: PMC9542812 DOI: 10.1111/nyas.14770] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 02/25/2022] [Indexed: 02/01/2023]
Abstract
In this paper, we discuss several largely undisputed claims about mathematics anxiety (MA) and propose where MA research should focus, including theoretical clarifications on what MA is and what constitutes its opposite pole; discussion of construct validity, specifically relations between self‐descriptive, neurophysiological, and cognitive measures; exploration of the discrepancy between state and trait MA and theoretical and practical consequences; discussion of the prevalence of MA and the need for establishing external criteria for estimating prevalence and a proposal for such criteria; exploration of the effects of MA in different groups, such as highly anxious and high math–performing individuals; classroom and policy applications of MA knowledge; the effects of MA outside educational settings; and the consequences of MA on mental health and well‐being.
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Affiliation(s)
- Krzysztof Cipora
- Centre for Mathematical Cognition, Loughborough University, Loughborough, United Kingdom
| | - Flavia H Santos
- UCD Music and Math Cognition, School of Psychology, University College Dublin, Dublin, Ireland
| | - Karin Kucian
- Center for MR-Research, University Children's Hospital Zurich, Zurich, Switzerland
| | - Ann Dowker
- Department of Experimental Psychology, Oxford University, Oxford, United Kingdom
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28
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Guo S, Liao S. The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance. Front Psychol 2022; 13:829032. [PMID: 35250770 PMCID: PMC8891963 DOI: 10.3389/fpsyg.2022.829032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2021] [Accepted: 01/07/2022] [Indexed: 11/25/2022] Open
Abstract
This study examined the effects of opportunity to learn (OTL) or the content coverage in mathematics on student mathematics anxiety, problem-solving performance, and mathematics performance. The pathways examining the influences of OTL on student problem-solving performance and mathematics performance via mathematics anxiety were also tested. A sample of 1,676 students from Shanghai-China, and a sample of 1,511 students from the United States who participated in the Programme for International Student Assessment (PISA) 2012 were used for the analyses. The results from multilevel models and path models supported our hypotheses that OTL not only showed significant direct effects on student mathematics anxiety, problem-solving performance, and mathematics performance, but also presented indirect effects on student problem-solving performance and mathematics performance via mathematics anxiety in both Shanghai-China and United States, controlling for student gender, grade, and socioeconomic status. The practical implications of the current results were also discussed.
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Affiliation(s)
- Siwen Guo
- Department of Psychology, Renmin University of China, Beijing, China
| | - Shanhui Liao
- Department of Psychology, Renmin University of China, Beijing, China
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29
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Abstract
Abstract. The measurement of math anxiety in adults is justified based on observations that math anxiety in parents and teachers predicts children’s math anxiety and achievement. Although there are many very good math anxiety measures intended for children and adolescents, their usefulness (e.g., AMAS, MARS) for adults is debatable. The most important objection against using these scales for adults is their ecological validity. The measurement of anxiety associated with math tests, classes, teachers, and homework is adequate for students of science, technology, engineering, and mathematics (STEM), but not for students of social sciences and humanities (HS) and non-students (e.g., parents and preschool and early education teachers). In response to this gap, the Math Anxiety Questionnaire for Adults (MAQA) was developed; it is designed to measure math anxiety related to math problem-solving in various groups of adults (especially non-students and HS students, as well as STEM students). The content, construct, criterion, and ecological validity of the MAQA were tested, and its internal and test-retest reliability was established. The results confirm that the MAQA is a valid and reliable measurement of math anxiety; therefore, it may be recommended for use in various groups of adults (e.g., students, teachers, and parents).
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Affiliation(s)
- Monika Szczygieł
- Institute of Psychology, Pedagogical University of Krakow, Poland
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30
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Disentangling the individual and contextual effects of math anxiety: A global perspective. Proc Natl Acad Sci U S A 2022; 119:2115855119. [PMID: 35131942 PMCID: PMC8851526 DOI: 10.1073/pnas.2115855119] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/20/2021] [Indexed: 11/18/2022] Open
Abstract
Using three large-scale international assessments of student achievement, the current study examined the antecedents of math anxiety and the relation between math anxiety and math achievement across the globe. Results suggest that individual math anxiety is negatively associated with math achievement across the globe. Importantly, we uncovered a contextual effect of math anxiety where the level of math anxiety in one’s educational peer group predicts math achievement above and beyond what could be predicted by one’s own math anxiety. Further, there is significant between-country variability in this contextual effect—only half of the examined countries’ contextual effect was statistically significant. Our results reveal an effect of educational peer’s math anxiety on math achievement and reinforce extant research findings. Math anxiety is a common affective disorder in students that is characterized by intrusive thoughts that disrupt critical cognitive resources required for math problem-solving. Consistent associations between math anxiety and math achievement have been observed across countries and age groups, placing math anxiety among other important correlates of math achievement, such as socioeconomic status and magnitude representation ability. However, studies examining math anxiety’s relation to achievement have largely focused on the effect of students’ own math anxiety (individual effect), while little is known regarding the effect of math anxiety in students’ educational context (contextual effect). Using three international studies of achievement (n = 1,175,515), we estimated both the individual and contextual effects of math anxiety across the globe. Results suggest that while there are consistent individual effects in virtually all countries examined, the contextual effects are varied, with only approximately half of the countries exhibiting a contextual effect. Additionally, we reveal that teacher confidence in teaching math is associated with a reduction of the individual effect, and country’s level of uncertainty avoidance is related to a lessening of the contextual effect. Finally, we uncovered multiple predictors of math anxiety; notably, student perception of teacher competence was negative related with math anxiety, and parental homework involvement was positively related with math anxiety. Taken together, these results suggest that there are significant between-country differences in how math anxiety may be related with math achievement and suggest that education and cultural contexts as important considerations in understanding math anxiety’s effects on achievement.
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31
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Finell J, Sammallahti E, Korhonen J, Eklöf H, Jonsson B. Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis. Front Psychol 2022; 12:798090. [PMID: 35126249 PMCID: PMC8811497 DOI: 10.3389/fpsyg.2021.798090] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Accepted: 12/28/2021] [Indexed: 12/03/2022] Open
Abstract
It is well established that math anxiety has a negative relationship with math performance (MP). A few theories have provided explanations for this relationship. One of them, the Attentional Control Theory (ACT), suggests that anxiety can negatively impact the attentional control system and increase one's attention to threat-related stimuli. Within the ACT framework, the math anxiety (MA)-working memory (WM) relationship is argued to be critical for math performance. The present meta-analyses provides insights into the mechanisms of the MA-MP relation and the mediating role of WM. Through database searches with pre-determined search strings, 1,346 unique articles were identified. After excluding non-relevant studies, data from 57 studies and 150 effect sizes were used for investigating the MA-MP correlation using a random-effects model. This resulted in a mean correlation of r = -0.168. The database search of WM as a mediator for the MA-MP relation revealed 15 effects sizes leading to a descriptive rather than a generalizable statistic, with a mean indirect effect size of -0.092. Overall, the results confirm the ACT theory, WM does play a significant role in the MA-MP relationship.
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Affiliation(s)
- Jonatan Finell
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Ellen Sammallahti
- Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
| | - Johan Korhonen
- Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
| | - Hanna Eklöf
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
| | - Bert Jonsson
- Department of Applied Educational Science, Umeå University, Umeå, Sweden
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32
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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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33
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SI J, GUO K, ZHAO X, ZHANG M, LI H, HUANG B, XU Y. Transition of latent classes of children’s mathematics anxiety in primary school and the distinctive effects of parental educational involvement: A three-wave longitudinal study. ACTA PSYCHOLOGICA SINICA 2022. [DOI: 10.3724/sp.j.1041.2022.00355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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34
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Barger MM, Wu J, Xiong Y, Oh DD, Cimpian A, Pomerantz EM. Parents' responses to children's math performance in early elementary school: Links with parents' math beliefs and children's math adjustment. Child Dev 2022; 93:e639-e655. [PMID: 35904155 PMCID: PMC9796849 DOI: 10.1111/cdev.13834] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
A new parent-report measure was used to examine parents' person and process responses to children's math performance. Twice over a year from 2017 to 2020, American parents (N = 546; 80% mothers, 20% other caregivers; 62% white, 21% Black, 17% other) reported their responses and math beliefs; their children's (Mage = 7.48 years; 50% girls, 50% boys) math adjustment was also assessed. Factor analyses indicated parents' person and process responses to children's math success and failure represent four distinct, albeit related, responses. Person (vs. process) responses were less common and less likely to accompany views of math ability as malleable and failure as constructive (|r|s = .16-.23). The more parents used person responses, the poorer children's later math adjustment (|β|s = .06-.16).
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Affiliation(s)
- Michael M. Barger
- Department of Educational PsychologyUniversity of GeorgiaAthensGeorgiaUSA
| | - Jiawen Wu
- Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaignIllinoisUSA
| | - Yu Xiong
- Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaignIllinoisUSA
| | - Dajung D. Oh
- Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaignIllinoisUSA
| | - Andrei Cimpian
- Department of PsychologyNew York UniversityNew York CityNew YorkUSA
| | - Eva M. Pomerantz
- Department of PsychologyUniversity of Illinois at Urbana‐ChampaignChampaignIllinoisUSA
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35
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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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36
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Daucourt MC, Napoli AR, Quinn JM, Wood SG, Hart SA. The home math environment and math achievement: A meta-analysis. Psychol Bull 2021; 147:565-596. [PMID: 34843299 DOI: 10.1037/bul0000330] [Citation(s) in RCA: 30] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Mathematical thinking is in high demand in the global market, but approximately 6 percent of school-age children across the globe experience math difficulties (Shalev et al., 2000). The home math environment (HME), which includes all math-related activities, attitudes, beliefs, expectations, and utterances in the home, may be associated with children's math development. To examine the relation between the HME and children's math abilities, a preregistered meta-analysis was conducted to estimate the average weighted correlation coefficient (r) between the HME and children's math achievement and how potential moderators (i.e., assessment, study, and sample features) might contribute to study heterogeneity. A multilevel correlated effects model using 631 effect sizes from 64 quantitative studies comprising 68 independent samples found a positive, statistically significant average weighted correlation of r = .13 (SE = .02, p < .001). Our combined sensitivity analyses showed that the present findings were robust and that the sample of studies has evidential value. A number of assessment, study, and sample characteristics contributed to study heterogeneity, showing that no single feature of HME research was driving the large between-study differences found for the association between the HME and children's math achievement. These findings indicate that children's environments and interactions related to their learning are supported in the specific context of math learning. Our results also show that the HME represents a setting in which children learn about math through social interactions with their caregivers (Vygotsky, 1978) and what they learn depends on the influence of many levels of environmental input (Bronfenbrenner, 1979) and the specificity of input children receive (Bornstein, 2002). (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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37
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Westfall RS, McAuley AJ, Millar M. The Influence of Implicit Math Anxiety on Math Achievement. Psychol Rep 2021; 124:2651-2668. [PMID: 34806484 DOI: 10.1177/0033294120964055] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Previous work has noted that math anxiety may have a profound effect on math performance; however extant research has relied on measures that explicitly assess math anxiety. This study examined the effects of implicit math anxiety on the performance of a math achievement task. We hypothesized that combined measure of implicit anxiety and explicit anxiety would better predict math achievement than measures of explicit math anxiety alone. In addition, we hypothesized that an individuals' measured implicit anxiety and measured explicit anxiety would share only a modest correlation. To test these hypotheses, 175 participants completed measures of explicit anxiety, an implicit associations test designed to measure implicit anxiety, and a measure of math achievement. As expected, math achievement was better predicted when implicit anxiety was combined with explicit anxiety. Furthermore, scores on the implicit and explicit anxiety measures were not significantly correlated. These results suggest that implicit and explicit math anxiety are two distinct constructs, thus traditional methods for helping students deal with math anxiety may not be entirely successful if the implicit component is ignored.
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Affiliation(s)
- R Shane Westfall
- Western Wyoming Community College, Rock Springs, WY, USA.,University of Nevada, Las Vegas, Las Vegas, NV, USA
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Moustafa AA, Al-Emadi AA, Megreya AM. The Need to Develop an Individualized Intervention for Mathematics Anxiety. Front Psychol 2021; 12:723289. [PMID: 34744889 PMCID: PMC8563601 DOI: 10.3389/fpsyg.2021.723289] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Accepted: 09/07/2021] [Indexed: 11/29/2022] Open
Affiliation(s)
- Ahmed A Moustafa
- School of Psychology, Western Sydney University, Sydney, NSW, Australia.,Department of Human Anatomy and Physiology, The Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
| | - Ahmed A Al-Emadi
- Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar
| | - Ahmed M Megreya
- Department of Psychological Sciences, College of Education, Qatar University, Doha, Qatar
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39
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Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11100620] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Previous research has shown that math homework help of higher-math-anxious parents impedes children’s math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents’ math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child’s math achievement. Parents of children ages 11 to 14 completed an online survey. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents’ math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Notably, controlling-supportive style partially mediated the relation between parents’ math anxiety and their children’s math achievement. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children’s math learning. Identifying negative relations between parent factors and children’s math outcomes is crucial for developing evidence-based math learning interventions.
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40
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Becker M, Litkowski EC, Duncan RJ, Schmitt SA, Elicker J, Purpura DJ. Parents' math anxiety and mathematics performance of pre-kindergarten children. J Exp Child Psychol 2021; 214:105302. [PMID: 34624707 DOI: 10.1016/j.jecp.2021.105302] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 09/01/2021] [Accepted: 09/08/2021] [Indexed: 10/20/2022]
Abstract
Prior research demonstrates that individuals' math anxiety may be negatively related to their mathematics performance. However, little research has examined how caregivers' math anxiety is associated with children's mathematics performance prior to kindergarten. The purpose of this study was to investigate the relation between parents' math anxiety and the change in children's mathematics performance during the preschool year. Participants were 310 preschool-age children (155 female; 4.12-5.78 years of age, M = 5.20 years, SD = 0.29). Structural equation modeling results demonstrated that parents' math anxiety was significantly negatively related to change in children's mathematics performance during the pre-kindergarten year when controlling for fall mathematics performance and demographics. Moreover, multigroup path analyses revealed that this association did not differ for male versus female children.
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41
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Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102016] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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42
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Girard C, Bastelica T, Léone J, Epinat-Duclos J, Longo L, Prado J. The relation between home numeracy practices and a variety of math skills in elementary school children. PLoS One 2021; 16:e0255400. [PMID: 34543301 PMCID: PMC8452026 DOI: 10.1371/journal.pone.0255400] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Accepted: 07/16/2021] [Indexed: 12/01/2022] Open
Abstract
A growing number of studies suggest that the frequency of numeracy experiences that parents provide at home may relate to children's mathematical development. However, the relation between home numeracy practices and children's numerical skills is complex and might depend upon both the type and difficulty of activities, as well as the type of math skills. Studies have also argued that this relation may be driven by factors that are not systematically controlled for in the literature, including socio-economic status (SES), parental math skills and children's IQ. Finally, as most prior studies have focused on preschoolers, it remains unclear to what extent there remains a relation between the home numeracy environment and math skills when children are in elementary school. In the present study, we tested an extensive range of math skills in 66 8-year-olds, including non-symbolic quantity processing, symbolic number understanding, transcoding, counting, and mental arithmetic. We also asked parents to complete a questionnaire about their SES, academic expectations, academic attitudes, and the numeracy practices that they provide at home. Finally, we measured their arithmetic fluency as a proxy for parental math skills. Over and above differences in socio-economic status, parental arithmetic fluency, child's IQ, and time spent with the child, we found a positive relation between the frequency of formal numeracy practices that were at or above grade level and two separate measures of mental arithmetic. We further found that the frequency of these advanced formal numeracy practices was related to parents' academic expectations. Therefore, our study shows that home numeracy experiences predict arithmetic skills in elementary school children, but only when those activities are formal and sufficiently challenging for children.
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Affiliation(s)
- Cléa Girard
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Thomas Bastelica
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Jessica Léone
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Justine Epinat-Duclos
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Léa Longo
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
| | - Jérôme Prado
- Lyon Neuroscience Research Center (CRNL), Experiential Neuroscience and Mental Training Team, INSERM U1028—CNRS UMR5292, University of Lyon, Lyon, France
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43
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U.S. Parents’ Reports of Assisting Their Children with Distance Learning during COVID-19. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11090501] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
COVID-19 has caused increased stress among U.S. adults, with many reporting concerns assisting their children with distance learning due to school closures. This study surveyed U.S. parents–most of whom were middle-aged, White, affluent, and female–to learn what types of distance learning activities parents engaged in with their children during COVID-19; whether these types of activities varied by the child’s age; and whether there was an association between engaging in these activities and stress. Most parents engaged in Monitoring, Teaching or Technology support activities with their children. Although these activities varied by child’s age, parents who reported engaging in any distance learning activity reported increased stress.
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Sánchez-Pérez N, Fuentes LJ, González-Salinas C. Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA). PLoS One 2021; 16:e0255777. [PMID: 34352004 PMCID: PMC8341591 DOI: 10.1371/journal.pone.0255777] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Accepted: 07/26/2021] [Indexed: 12/04/2022] Open
Abstract
Math anxiety (MA) affects students of all age groups. Because of its effects on children’s academic development, the need to recognize its early manifestations has been highlighted. We designed a European-Spanish version of the Scale for Early Mathematics Anxiety (SEMA; Wu et al. (2012)), and assessed its psychometric properties in a sample of children aged 7 to 12 years. The participants (967 typically developing children) were elementary school students recruited from ten schools. Children reported their general and math anxiety levels in an individual session and performed nonverbal IQ and math abilities subtests in a group session. Teachers reported the final math grades. The psychometric indices obtained, and the resulting factor structure revealed that the European-Spanish version of the SEMA developed in this study is a reliable and valid measure to evaluate MA in children from 3rd to 6th grade. Moreover, we explored gender differences, that resulted in small effect sizes, which disappeared when controlling for trait anxiety. Differences across grades were found for both global MA and the numerical processing anxiety factor but not for the situational and performance anxiety factor. Finally, MA was negatively associated with students’ math achievement, although the strength of the associations varied with the MA measure selected, the kind of math achievement analyzed, and the school stage considered. Our findings highlight the relevance of MA in elementary school and highlight the need for an early identification of students at risk of suffering MA to palliate the negative consequences of MA in children’s cognitive and academic development.
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Affiliation(s)
- Noelia Sánchez-Pérez
- Departamento de Psicología y Sociología, Facultad de Ciencias Sociales y Humanas, Universidad de Zaragoza, Teruel, Spain
- * E-mail: (CGS); (NSP)
| | - Luis J. Fuentes
- Departamento de Psicología Básica y Metodología, Facultad de Psicología, Universidad de Murcia, Murcia, Spain
| | - Carmen González-Salinas
- Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad de Murcia, Murcia, Spain
- * E-mail: (CGS); (NSP)
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45
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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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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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47
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Song CS, Xu C, Maloney EA, Skwarchuk SL, Di Lonardo Burr S, Lafay A, Wylie J, Osana HP, Douglas H, LeFevre JA. Longitudinal relations between young students’ feelings about mathematics and arithmetic performance. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101078] [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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48
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Li H, Zhang A, Zhang M, Huang B, Zhao X, Gao J, Si J. Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101984] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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49
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Berkowitz T, Gibson DJ, Levine SC. Parent math anxiety predicts early number talk. JOURNAL OF COGNITION AND DEVELOPMENT 2021; 22:523-536. [PMID: 34335106 DOI: 10.1080/15248372.2021.1926252] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Differences in children's math knowledge emerge as early as the start of kindergarten, and persist throughout schooling. Previous research implicates the importance of early parent number talk in the development of math competency. Yet we understand little about the factors that relate to variation in early parent number talk. The current study examined the relation of parent math anxiety and family socioeconomic status (SES) to parent number talk with children under the age of three (n = 36 dyads). For the first time, we show preliminary evidence that parent math anxiety (MA) predicts the amount of number talk children hear at home, beyond differences accounted for by SES. We also found a significant SES by parent MA interaction such that parent MA was predictive of higher-SES parents' number talk but not that of lower-SES parents. Furthermore, we found that these relations were specific to parents' cardinal number talk (but not counting), which has been shown to be particularly important in children's math development.
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Affiliation(s)
- Talia Berkowitz
- Department of Psychology, University of Chicago, Chicago, IL, USA
| | - Dominic J Gibson
- Department of Psychology, University of Washington, Seattle, WA, USA
| | - Susan C Levine
- Department of Psychology, University of Chicago, Chicago, IL, USA
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50
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Cohen LD, Yavin LL, Rubinsten O. Females' negative affective valence to math-related words. Acta Psychol (Amst) 2021; 217:103313. [PMID: 33930625 DOI: 10.1016/j.actpsy.2021.103313] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 03/10/2021] [Accepted: 04/15/2021] [Indexed: 09/30/2022] Open
Abstract
Emotional perceptions of math-related information can have profound effects on attitudes about math, which, in turn, may lead to decreased math achievements. A large body of research has documented that females have less positive attitudes and more negative affectivity to math than males. This study examined emotional valence ratings of math-related verbal stimuli among adults and performed a pioneering investigation of gender differences in emotional perceptions. A random sample of 290 adults completed a battery of online affect questionnaires designated to measure the relations of various math-related words to the field of mathematics (i.e., math loading) and compared the emotional valence of these words to words known to have negative and neutral valence. Results revealed that: (1) math-related words were rated as less threatening than words with negative valence, but more threatening than neutral words; (2) math loading ratings were the strongest and most significant predictor of the emotional valence ratings of math-related words; and (3) females rated math-related words and words with negative, but not neutral, valence as more threatening than males. The study concludes that negative affective valence is linked with math-related information, especially among females, and this finding has implications for researchers, parents, and educators.
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