Early Sources of Children’s Math Achievement in Chile
The Role of Parental Beliefs and Feelings about Math
Bibliographic Data
| ID | 21616028 |
|---|---|
| Authors | M Francisca del Río (0000-0002-2050-7963, Diego Portales University, corresponding author), María Inés Susperreguy (0000-0001-5584-2692, Pontificia Universidad Católica de Chile), Katherine Strasser (0000-0003-2364-6798, Pontificia Universidad Católica de Chile), Dario Cvencek (0000-0002-0073-5862, Institute for Learning & Brain Sciences, University of Washington), Carolina Iturra (0000-0003-2094-1302, University of Talca), Ismael Gallardo (0000-0003-3375-7942, University of Talca), Andrew N Meltzoff (0000-0001-8683-0547, Institute for Learning & Brain Sciences, University of Washington) |
| Year | 2021 |
| Volume | 32 |
| Issue | 5 |
| Pages | 637-652 |
| Publication date | 2021-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Early Education and Development (JOURNAL) |
| Journal identifiers | ISSN: 1040-9289 • E-ISSN: 1556-6935 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10409289.2020.1799617 |
| OpenAlex | W3048496482 |
| Language | EN |
| Citations received | 10 |
| References cited | 36 |
Research Findings: Two hundred and sixty-seven Chilean children from grades 1–3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math–gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math, while fathers and children identified more with math than with language. Path analyses models revealed that children’s explicit math self-concepts significantly predicted their actual math achievement. Children’s explicit self-concept was, in turn, explained marginally by the mathematical anxiety of their mothers. Practice or Policy: These results contribute to our understanding of the relation between parental and children’s beliefs and children’s math achievement during early elementary school years. In countries such as Chile, with a significant gender gap in math achievement, these findings may highlight relevant aspects to consider when designing interventions aimed at educational equity and providing equal mathematical learning opportunities to boys and girls
Academic achievement · Anxiety · Developmental psychology · Feeling · Mathematical anxiety · Psychological intervention · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · School Choice and Performance · Social Psychology
Instability, changes, and internal structure of children's attitudes toward mathematics in primary school
Development of Math Attitudes and Math Self-Concepts
Understanding the influence of children’s mental health, cognitive development, and environmental factors on learning outcomes in Chile
Home and preschool influences on early literacy and numeracy development in England, Estonia, and the United States
The relation of school achievement with self-esteem and bullying in Chilean children
Parents’ perfectionistic tendencies and children’s early numeracy competence
Examining adolescent daughters' and their parents’ academic‐gender stereotypes
Home mathematics environment and math performance of Chilean students in kindergarten and Grades 1 to 3
Development of children’s math attitudes
Specific Relations Between the Home Numeracy Environment and Early Numeracy Skills in the First Year of Kindergarten
The Math Anxiety-Performance Link
Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety
Math at home adds up to achievement in school
The Development of Academic Self-Efficacy
Math–Gender Stereotypes in Elementary School Children
Distinct Influences of Mothers and Fathers on Kindergartners’ Numeracy Performance
Reporting practices in confirmatory factor analysis
Numerical predictors of arithmetic success in grades 1–6
Academic Self-Concept, Interest, Grades, and Standardized Test Scores
Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children?
Stereotype Threat
Cutoff criteria for fit indexes in covariance structure analysis
Structural Equations with Latent Variables
Sources of Implicit Attitudes
A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept
Child-centered versus teacher-directed teaching practices
The Development of an Abbreviated Version of the Mathematics Anxiety Rating Scale
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
The Costs of Accepting Gender Differences
It’s a Bird! It’s a Plane! It’s a Gender Stereotype
Women in Science, Technology, Engineering, and Mathematics (STEM)
School readiness and later achievement
Chilean kindergarten children’s beliefs about mathematics
Implicit measures for preschool children confirm self-esteem's role in maintaining a balanced identity
Understanding and using the Implicit Association Test
| Citations per year | 2 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |