Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems
In the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality of the interaction. Forty Canadian parents and their ch...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-03-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/13/3/307 |
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| author | Michela DiStefano Fraulein Retanal Jean-François Bureau Thomas E. Hunt Anne Lafay Helena P. Osana Sheri-Lynn Skwarchuk Philip Trepiak Chang Xu Jo-Anne LeFevre Erin A. Maloney |
| author_facet | Michela DiStefano Fraulein Retanal Jean-François Bureau Thomas E. Hunt Anne Lafay Helena P. Osana Sheri-Lynn Skwarchuk Philip Trepiak Chang Xu Jo-Anne LeFevre Erin A. Maloney |
| author_sort | Michela DiStefano |
| collection | DOAJ |
| description | In the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality of the interaction. Forty Canadian parents and their children (ages 10–12 years; grades 5 to 7) completed self-report measures of math and general anxiety. Parents and children completed standardized assessments of math achievement and were then recorded as they engaged in a simulated math homework interaction. Coders assessed parent–child interaction quality during the interaction. Parent–child dyads generally performed well on the simulated math homework task. Nevertheless, task performance was correlated with the quality of the interaction, with high-quality interactions associated with high accuracy on the math task. Furthermore, the variability in the quality of the interaction was associated with parents’ and children’s math achievement and with the math anxiety of the children, but not the parents. Identifying the elements that influence parent–child interactions in math-related situations is essential to developing effective interventions to scaffold children’s math learning and attitudes. |
| first_indexed | 2024-03-11T06:40:24Z |
| format | Article |
| id | doaj.art-fc00f3d3e44b45a799853e9afeab9733 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T06:40:24Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-fc00f3d3e44b45a799853e9afeab97332023-11-17T10:42:23ZengMDPI AGEducation Sciences2227-71022023-03-0113330710.3390/educsci13030307Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math ProblemsMichela DiStefano0Fraulein Retanal1Jean-François Bureau2Thomas E. Hunt3Anne Lafay4Helena P. Osana5Sheri-Lynn Skwarchuk6Philip Trepiak7Chang Xu8Jo-Anne LeFevre9Erin A. Maloney10School 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, CanadaSchool of Psychology, University of Derby, Derby DE22 1GB, UKDépartement de Psychologie, Laboratoire de Psychologie et Neurocognition, LPNC-UMR CNRS 5105, Université Savoie Mont Blanc, 73000 Chambéry, FranceDepartment of Education, Concordia University, Montréal, QC H3G 1M8, CanadaFaculty of Education, University of Winnipeg, Winnipeg, MB R3B 2E9, CanadaSchool of Psychology, University of Ottawa, Ottawa, ON K1N 6N5, CanadaSchool of Psychology, Queen’s University Belfast, Belfast BT7 1NN, UKDepartment of Psychology, Carleton University, Ottawa, ON K1S 5B6, CanadaSchool of Psychology, University of Ottawa, Ottawa, ON K1N 6N5, CanadaIn the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality of the interaction. Forty Canadian parents and their children (ages 10–12 years; grades 5 to 7) completed self-report measures of math and general anxiety. Parents and children completed standardized assessments of math achievement and were then recorded as they engaged in a simulated math homework interaction. Coders assessed parent–child interaction quality during the interaction. Parent–child dyads generally performed well on the simulated math homework task. Nevertheless, task performance was correlated with the quality of the interaction, with high-quality interactions associated with high accuracy on the math task. Furthermore, the variability in the quality of the interaction was associated with parents’ and children’s math achievement and with the math anxiety of the children, but not the parents. Identifying the elements that influence parent–child interactions in math-related situations is essential to developing effective interventions to scaffold children’s math learning and attitudes.https://www.mdpi.com/2227-7102/13/3/307math anxietymath achievementhomework helpparent–child interaction |
| spellingShingle | Michela DiStefano Fraulein Retanal Jean-François Bureau Thomas E. Hunt Anne Lafay Helena P. Osana Sheri-Lynn Skwarchuk Philip Trepiak Chang Xu Jo-Anne LeFevre Erin A. Maloney Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems Education Sciences math anxiety math achievement homework help parent–child interaction |
| title | Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems |
| title_full | Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems |
| title_fullStr | Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems |
| title_full_unstemmed | Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems |
| title_short | Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems |
| title_sort | relations between math achievement math anxiety and the quality of parent child interactions while solving math problems |
| topic | math anxiety math achievement homework help parent–child interaction |
| url | https://www.mdpi.com/2227-7102/13/3/307 |
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