Cognitive and motivational numeracy parenting practices
Implications for children’s numeracy engagement during early elementary school
Bibliographic Data
| ID | 9787584 |
|---|---|
| Authors | Jiawen Wu (0000-0002-6910-7266, University of Illinois Urbana-Champaign, corresponding author), Dajung Oh, Dajung Diana Oh (0000-0001-6834-3251, American Institutes for Research), Daniel C Hyde (0000-0001-9888-5916, University of Illinois Urbana-Champaign), Eva M Pomerantz (0000-0003-0259-2700, University of Illinois Urbana-Champaign) |
| Year | 2024 |
| Volume | 60 |
| Issue | 4 |
| Pages | 680-692 |
| Publication date | 2024-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0001706 |
| PMID | 38358666 |
| OpenAlex | W4391844584 |
| Language | EN |
| Citations received | 2 |
Parents are considered a major resource in children's numeracy development. The relative role of cognitive and motivational parenting practices, however, is unclear given that the two types of practices have largely been studied in isolation. The current study simultaneously estimated the contributions of several cognitive and motivational parenting practices hypothesized to be important, but which may have overlapping effects. To capture parents' cognitive practices, the level and structure (i.e., prompts vs. statements) of 529 American parents' (80% mothers; 65% White, 20% Black; 33% less than a bachelor's degree) numeracy talk was coded during a challenging numeracy activity. Parents' motivational practices were assessed by coding their autonomy support and control in the activity. Children's ( M age = 7.5 years; 49% girls) engagement of numeracy strategies was also coded. Multilevel minute-to-minute modeling predicting children's engagement from both cognitive and motivational parenting practices indicated that parents' cognitive practices, particularly advanced prompts, predicted children's subsequent engagement of numeracy strategies, which were often advanced. Parents' motivational practices, as reflected in their autonomy support (vs. control), also foreshadowed children's engagement. These effects of the two types of practices were independent of one another. Taken together, the findings are consistent with the idea that cognitive and motivational parenting practices provide distinct resources that can benefit children's math learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
Autonomy · Cognition · Cognitive development · Developmental psychology · Literacy · MEDLINE · Multilevel model · Numeracy · Parenting styles · Pedagogy · PsycINFO · Cognitive and developmental aspects of mathematical skills · Education Practices and Evaluation · Pasture and Agricultural Systems · Psychology
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |