Sources of mathematics self‐efficacy

The interactive role of parental education and perceptions of teachers

Bibliographic Data

ID12926008
AuthorsShahar Dangur‐Levy (0000-0002-0773-1629, Western University, corresponding author), Ronald Andersen (0000-0003-4095-8259, Western University), Anders Holm (0000-0002-6641-3591, Western University)
Year2023
Volume60
Issue4
Pages668-685
Publication date2023-09-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCanadian Review of Sociology/Revue canadienne de sociologie (JOURNAL)
Journal identifiersISSN: 1755-6171 • E-ISSN: 1755-618X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/cars.12454
PMID37661315
OpenAlexW4386407473
LanguageEN
Citations received1
References cited62

Using US National Education Longitudinal Study (NELS) data, we explore how parental education and primary students' perceptions of their teachers interact to impact students' self-efficacy in mathematics. Our results demonstrate that students tend to have higher self-efficacy if they perceive that their teacher promotes the importance of mathematics. This relationship holds regardless of parental education, though it is strongest for children of parents without a university education. Children of less educated parents also tend to have lower self-efficacy if they attend private schools, which typically have high average parental socio-economic status (SES). School type has no discernable impact on children of university-educated parents. These findings are highly relevant to the Canadian context, which is characterized by schools being stratified by SES and the high importance of STEM education for occupational outcomes

Context (archaeology · Developmental psychology · Geography · Mathematics education · Perception · Self-efficacy · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology

Tools

Open DOI