Longitudinal relationship between mathematics learning engagement and children's mathematics achievement: Different roles of children's mathematics anxiety and positive parenting style

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2025-07-04 DOI:10.1016/j.lindif.2025.102747

Han Xiao , Jingyuan Yang , Jingyi Zhang , Huanyu Li , Xiao Yu

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引用次数: 0

Abstract

To clarify how individual factors (i.e., mathematics learning engagement and mathematics anxiety) and family environmental factors (i.e., parenting style) longitudinally contribute to children's mathematics achievement, 323 Chinese primary school children (Mage = 10.02 ± 0.88, 58.51 % girls) were measured at 3 times (June 2021, December 2021 and June 2022). After controlling for gender, age, and T1 mathematics achievement, children's T1 mathematics anxiety played a fully mediating role between T1 mathematics learning engagement and T2 (T3) mathematics achievement. T2 mathematics anxiety and T2 mathematics achievement played fully longitudinal chain mediating roles between T1 mathematics learning engagement and T3 mathematics achievement. Moreover, T2 positive parenting style moderated the path from children's T1 mathematics learning engagement to T2 mathematics anxiety, demonstrating the stress sensitization model of moderation. With China's new educational legislation, these findings provide a glimpse into the crucial mechanisms in the long-term associations related to children's mathematics learning.

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数学学习投入与儿童数学成绩的纵向关系：儿童数学焦虑与积极父母教养方式的不同作用

为了阐明个体因素（即数学学习投入和数学焦虑）和家庭环境因素（即父母教养方式）对儿童数学成绩的纵向影响，我们分三次（2021年6月、2021年12月和2022年6月）对323名中国小学生（Mage = 10.02±0.88，女生占58.51%）进行了测量。在控制了性别、年龄和T1数学成绩后，儿童T1数学焦虑在T1数学学习投入与T2 （T3）数学成绩之间发挥了完全中介作用。T2数学焦虑和T2数学成就在T1数学学习投入与T3数学成就之间发挥了完全的纵向链式中介作用。此外，T2积极的父母方式调节了儿童T1数学学习投入到T2数学焦虑的路径，证明了压力敏感化的调节模型。随着中国新的教育立法，这些发现提供了一窥与儿童数学学习相关的长期关联的关键机制。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).