Parents’ attitudes towards helping children learn math: how do they matter for early math competence?

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-06-18 DOI:10.1007/s10212-024-00863-0

Sum Kwing Cheung, Audrey Pui Lam Ho, Bertha H. C. Kum, Winnie Wai Lan Chan

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Abstract

The home math environment is vital for early math development. Yet, there is limited understanding of how parents translated their attitudes towards helping children learn math (HCLM) into actions to influence their young children’s math-related outcomes. Thus, the present study examined whether parents’ perceived competence, value, and pressure about HCLM contributed to young children’s math competence through parents’ interest in HCLM, home math activities, and children’s interest in math. One hundred forty-seven parents were surveyed about their attitudes, practices, and their children’s math interest. Meanwhile, their children were individually tested on applied math problem solving. Results showed that parents’ perceived competence and value about HCLM predicted their interest in HCLM, while parents’ pressure about HCLM predicted children’s math interest. Parents’ interest in HCLM is positively linked to children’s applied math problem solving via children’s math interest. This study shed light on the importance of promoting parents’ positive attitudes towards HCLM.

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父母帮助孩子学习数学的态度：对早期数学能力有何影响？

家庭数学环境对早期数学发展至关重要。然而，对于家长如何将其帮助孩子学习数学（HCLM）的态度转化为影响幼儿数学相关成果的行动，我们的了解还很有限。因此，本研究探讨了家长对 "家庭数学学习 "的认知能力、价值和压力是否会通过家长对 "家庭数学学习 "的兴趣、家庭数学活动和儿童对数学的兴趣来提高幼儿的数学能力。我们对 147 位家长进行了调查，了解他们的态度、做法和孩子的数学兴趣。同时，对他们的孩子进行了应用数学解题能力的单独测试。结果表明，家长对 HCLM 的认知能力和价值预测了他们对 HCLM 的兴趣，而家长对 HCLM 的压力预测了孩子的数学兴趣。通过儿童的数学兴趣，家长对 HCLM 的兴趣与儿童应用数学问题的解决呈正相关。本研究揭示了促进家长对高中数学学习的积极态度的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.