The Relationship of Parental Attitudes and Expectations to Children's Mathematics Achievement Behaviour

Bibliographic Data

ID11670915
AuthorsDeléne Visser (University of South Africa, corresponding author)
Year1987
Volume7
Issue1
Pages1-12
Publication date1987-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Early Adolescence (JOURNAL)
Journal identifiersISSN: 0272-4316 • E-ISSN: 1552-5449
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431687071002
OpenAlexW1990071579
LanguageEN
Citations received3
References cited11

This study concerns the nature of the influence of parents on the mathematics achievement and participation of early adolescent children. The subjects were 1605 Afrikaans-speaking seventh and ninth grade students whose parents were also invited to participate. Student measures were the perception of the encouragement, expectations and interest of parents in themselves as learners of mathematics. Also measured were parental attitudes such as confidence regarding mathematics, personal and general usefulness of mathematics, the stereotyping of mathematics, and expectations for their children. Although parents agreed on the general usefulness of mathematics, fathers had significantly more positive attitudes toward mathematics than mothers. Males were favoured, both with regard to their perceptions of the attitudes of parents and the actual expectations of parents. No support was found for the hypothesis that children model their behaviour on that of parents, whereas parental expectations proved to be important predictors of mathematics achievement behaviour, especially for females

Developmental psychology · Mathematics education · Ninth · Perception · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Psychology · Social Psychology · Spatial Cognition and Navigation

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