Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement
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,...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/10/620 |
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| author | Fraulein Retanal Nichole B. Johnston Sabrina M. Di Lonardo Burr Andie Storozuk Michela DiStefano Erin A. Maloney |
| author_facet | Fraulein Retanal Nichole B. Johnston Sabrina M. Di Lonardo Burr Andie Storozuk Michela DiStefano Erin A. Maloney |
| author_sort | Fraulein Retanal |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-10T06:36:17Z |
| format | Article |
| id | doaj.art-1e5dc8d814604f8da34124a0a538e54a |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T06:36:17Z |
| publishDate | 2021-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-1e5dc8d814604f8da34124a0a538e54a2023-11-22T18:00:48ZengMDPI AGEducation Sciences2227-71022021-10-01111062010.3390/educsci11100620Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math AchievementFraulein Retanal0Nichole B. Johnston1Sabrina M. Di Lonardo Burr2Andie Storozuk3Michela DiStefano4Erin A. Maloney5School of Psychology, University of Ottawa, Ottawa, ON K1N 6N5, CanadaSchool of Psychology, University of Ottawa, Ottawa, ON K1N 6N5, CanadaDepartment of Psychology, University of British Columbia, Vancouver, BC V6T 1Z4, CanadaSchool of Psychology, University of Ottawa, Ottawa, ON K1N 6N5, CanadaSchool of Psychology, University of Ottawa, Ottawa, ON K1N 6N5, CanadaSchool of Psychology, University of Ottawa, Ottawa, ON K1N 6N5, CanadaPrevious 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.https://www.mdpi.com/2227-7102/11/10/620math anxietyparental involvementhomework helpautonomy supportcontrolself-determination theory |
| spellingShingle | Fraulein Retanal Nichole B. Johnston Sabrina M. Di Lonardo Burr Andie Storozuk Michela DiStefano Erin A. Maloney Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement Education Sciences math anxiety parental involvement homework help autonomy support control self-determination theory |
| title | Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement |
| title_full | Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement |
| title_fullStr | Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement |
| title_full_unstemmed | Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement |
| title_short | Controlling-Supportive Homework Help Partially Explains the Relation between Parents’ Math Anxiety and Children’s Math Achievement |
| title_sort | controlling supportive homework help partially explains the relation between parents math anxiety and children s math achievement |
| topic | math anxiety parental involvement homework help autonomy support control self-determination theory |
| url | https://www.mdpi.com/2227-7102/11/10/620 |
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