Journal
EDUCATION SCIENCES
Volume 11, Issue 10, Pages -Publisher
MDPI
DOI: 10.3390/educsci11100620
Keywords
math anxiety; parental involvement; homework help; autonomy support; control; self-determination theory
Categories
Funding
- Social Science and Humanities Research Council of Canada (SSHRC) through an Insight Development Grant [231159-190799-2001]
Ask authors/readers for more resources
Previous research has shown that parents' high math anxiety can impede children's math learning when helping with homework. This study explored the relationship between parents' math anxiety, their homework-helping styles, and children's math achievement. The findings suggest that a controlling-supportive style of homework-helping may mediate the negative impact of parents' math anxiety on their children's math learning.
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.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available