Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems

Author:

DiStefano Michela1,Retanal Fraulein1ORCID,Bureau Jean-François1,Hunt Thomas E.2ORCID,Lafay Anne3ORCID,Osana Helena P.4,Skwarchuk Sheri-Lynn5ORCID,Trepiak Philip1,Xu Chang6ORCID,LeFevre Jo-Anne7ORCID,Maloney Erin A.1ORCID

Affiliation:

1. School of Psychology, University of Ottawa, Ottawa, ON K1N 6N5, Canada

2. School of Psychology, University of Derby, Derby DE22 1GB, UK

3. Département de Psychologie, Laboratoire de Psychologie et Neurocognition, LPNC-UMR CNRS 5105, Université Savoie Mont Blanc, 73000 Chambéry, France

4. Department of Education, Concordia University, Montréal, QC H3G 1M8, Canada

5. Faculty of Education, University of Winnipeg, Winnipeg, MB R3B 2E9, Canada

6. School of Psychology, Queen’s University Belfast, Belfast BT7 1NN, UK

7. Department of Psychology, Carleton University, Ottawa, ON K1S 5B6, Canada

Abstract

In the current study, we used a multi-method approach to understand the quality of math homework-helping interactions between parents and their children and how parents’ and children’s own math achievement and math anxiety relate to the quality of the interaction. Forty Canadian parents and their children (ages 10–12 years; grades 5 to 7) completed self-report measures of math and general anxiety. Parents and children completed standardized assessments of math achievement and were then recorded as they engaged in a simulated math homework interaction. Coders assessed parent–child interaction quality during the interaction. Parent–child dyads generally performed well on the simulated math homework task. Nevertheless, task performance was correlated with the quality of the interaction, with high-quality interactions associated with high accuracy on the math task. Furthermore, the variability in the quality of the interaction was associated with parents’ and children’s math achievement and with the math anxiety of the children, but not the parents. Identifying the elements that influence parent–child interactions in math-related situations is essential to developing effective interventions to scaffold children’s math learning and attitudes.

Funder

Social Science and Humanities Research Council (SSHRC) Insight Development

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

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