Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems
Abstract
:1. Introduction
1.1. Quality of Parental Involvement in Homework
1.2. Parent Math Anxiety and Math Achievement in the Context of Math Homework Help
1.3. Child’s Math Anxiety and Math Achievement in the Context of Math Homework Help
1.4. Assessments of the Math Homework-Helping Interaction
2. The Present Study
3. Method
3.1. Participants
3.2. Materials
3.2.1. Mathematics Anxiety
3.2.2. Generalized Anxiety
3.2.3. Mathematics Achievement
3.2.4. Math Homework Task
3.2.5. Quality of the Homework-Helping Interaction
3.3. Procedure
4. Results
4.1. Describing the Quality of the Simulated Math Homework Task Interaction
4.1.1. Parental Behavior
4.1.2. Dyadic Interaction
4.2. Hypotheses
4.2.1. Hypothesis 1: The Quality of the Interaction and Simulated Math Homework Task Performance
4.2.2. Hypothesis 2: The Quality of the Interaction and Math Achievement
4.2.3. Hypothesis 3: The Quality of the Interaction and Math Anxiety
5. Discussion
5.1. Relations between the Quality of Interaction and Task Performance
5.2. Relations between the Quality of the Interaction and Math Achievement
5.3. Relations between the Quality of the Interaction and Math Anxiety
6. Limitations and Future Research
7. Implications and Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1. Parent’s General Anxiety | -- | 0.14 | 0.19 | −0.02 | 0.14 | −0.15 | 0.27 | 0.02 | 0.05 | −0.15 | −0.20 | 0.14 | 0.13 | 0.03 | −0.05 | 0.07 | 0.15 |
2. Child’s General Anxiety | -- | 0.28 | 0.75 ** | 0.07 | −0.25 | −0.03 | −0.06 | −0.20 | −0.04 | −0.28 | −0.12 | −0.00 | −0.16 | −0.13 | −0.20 | 0.09 | |
3. Parent’s Math Anxiety | -- | 0.44 ** | −0.36 * | −0.22 | −0.27 | −0.20 | −0.23 | −0.06 | −0.03 | −0.24 | −0.01 | −0.22 | −0.22 | −0.04 | −0.03 | ||
4. Child’s Math Anxiety | -- | −0.20 | −0.09 | −0.33 * | −0.35 * | −0.46 ** | −0.16 | −0.43 ** | −0.38 * | −0.22 | −0.44 ** | −0.37 * | −0.33 * | 0.01 | |||
5. Parent’s Math Achievement | -- | 0.14 | 0.49 ** | 0.37 * | 0.47 ** | 0.07 | 0.32 * | 0.17 | 0.42 ** | 0.44 ** | 0.34 * | 0.33 * | 0.02 | ||||
6. Child’s Math Achievement | -- | 0.31 | 0.37* | 0.03 | −0.16 | 0.13 | 0.34 * | 0.11 | 0.22 | 0.18 | 0.26 | 0.07 | |||||
7. Math Task Score | -- | 0.56 ** | 0.59 ** | −0.02 | 0.54 ** | 0.73 ** | 0.51 ** | 0.61 ** | 0.37 * | 0.59 ** | −0.03 | ||||||
8. Parental Sensitivity | -- | 0.67 ** | 0.40 * | 0.56 ** | 0.69 ** | 0.69 ** | 0.84 ** | 0.69 ** | 0.61 ** | 0.30 | |||||||
9. Respect for Child’s Rhythm | -- | 0.14 | 0.74 ** | 0.60 ** | 0.75 ** | 0.78 ** | 0.62 ** | 0.62 ** | 0.32 * | ||||||||
10. Parental Effort | -- | 0.22 | 0.10 | 0.31 * | 0.42 ** | 0.34 * | −0.01 | 0.29 | |||||||||
11. Relaxation | -- | 0.58 ** | 0.60 ** | 0.76 ** | 0.60 ** | 0.75 ** | 0.14 | ||||||||||
12. Neutrality–Joy | -- | 0.53 ** | 0.76 ** | 0.51 ** | 0.64 ** | 0.28 | |||||||||||
13. Intimacy | -- | 0.82** | 0.54 ** | 0.52 ** | 0.50 ** | ||||||||||||
14. Coordination | -- | 0.73 ** | 0.70 ** | 0.47 ** | |||||||||||||
15. Appropriate Roles | -- | 0.52 ** | 0.33 * | ||||||||||||||
16. Synchronized Emotions | -- | 0.20 | |||||||||||||||
17. Attention Centered on Task | -- |
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Parents | Children | |||||
---|---|---|---|---|---|---|
Mean | SD | Range | Mean | SD | Range | |
General Anxiety | 1.96 | 0.55 | 1.05–3.55 | 1.67 | 0.40 | 1.10–2.65 |
Math Anxiety | 2.25 | 0.96 | 1.00–4.67 | 2.31 | 0.86 | 1.22–4.44 |
Math Achievement | 536.95 | 14.72 | 503.00–565.00 | 490.93 | 17.60 | 450.00–526.00 |
Math Task Score | 80.58 | 22.87 | 18.20–100 | 80.75 | 22.61 | 18.20–100 |
Parental Behavior | ||||||
Parental Sensitivity | 2.96 | 0.59 | 1.50–4.00 | |||
Respect for Child’s Rhythm | 3.23 | 0.79 | 1.00–4.00 | |||
Parental Effort | 3.58 | 0.53 | 2.00–4.00 | |||
Dyadic Interaction | ||||||
Relaxation a | 3.19 | 0.71 | 1.00–4.00 | 3.19 | 0.71 | 1.00–4.00 |
Neutrality–Joy a | 2.83 | 0.50 | 1.50–4.00 | 3.28 | 0.63 | 1.50–4.00 |
Intimacy a | 3.15 | 0.59 | 2.00–4.00 | 3.15 | 0.59 | 2.00–4.00 |
Coordination a | 3.08 | 0.68 | 2.00–4.00 | 3.07 | 0.68 | 2.00–4.00 |
Appropriate Roles a | 3.26 | 0.72 | 1.50–4.00 | 3.26 | 0.72 | 1.50–4.00 |
Synchronized Emotions a | 3.28 | 0.63 | 1.50–4.00 | 3.28 | 0.63 | 1.50–4.00 |
Attention Centred on Task a | 3.34 | 0.62 | 1.50–4.00 | 3.33 | 0.62 | 1.50–4.00 |
1 | 2 | 3 | 4 | 5 | 6 | |
---|---|---|---|---|---|---|
1. Parent’s General Anxiety | -- | 0.19 | 0.14 | 0.14 | −0.02 | −0.16 |
2. Parent’s Math Anxiety | -- | −0.37 * | 0.28 | 0.44 ** | −0.22 | |
3. Parent’s Math Achievement | -- | 0.07 | −0.20 | 0.14 | ||
4. Child’s General Anxiety | -- | 0.75 ** | −0.25 | |||
5. Child’s Math Anxiety | -- | −0.09 | ||||
6. Child’s Math Achievement | -- |
Subscales | Task Performance | Math Achievement | Math Anxiety | ||
---|---|---|---|---|---|
Parent | Child | Parent a | Child b | ||
Parental Behavior | |||||
Parental Sensitivity | 0.56 ** | 0.37 * | 0.37 * | −0.21 | −0.46 ** |
Respect for Child’s Rhythm | 0.59 ** | 0.46 ** | 0.03 | −0.24 | −0.49 ** |
Parental Effort | −0.02 | 0.07 | −0.16 | −0.03 | −0.19 |
Dyadic Interactions | |||||
Relaxation | 0.54 ** | 0.31 * | 0.13 | 0.01 | −0.35 * |
Neutrality–Joy | 0.73 ** | 0.17 | 0.34 * | −0.27 | −0.45 ** |
Intimacy | 0.51 ** | 0.42 ** | 0.11 | −0.03 | −0.33 * |
Coordination | 0.61 ** | 0.44 ** | 0.22 | −0.23 | −0.50 ** |
Appropriate Roles | 0.37 * | 0.34 * | 0.17 | −0.22 | −0.42 ** |
Synchronized Emotions | 0.59 ** | 0.32 * | 0.26 | −0.06 | −0.39 * |
Attention Centred on Task | −0.03 | 0.02 | 0.07 | −0.06 | −0.09 |
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DiStefano, M.; Retanal, F.; Bureau, J.-F.; Hunt, T.E.; Lafay, A.; Osana, H.P.; Skwarchuk, S.-L.; Trepiak, P.; Xu, C.; LeFevre, J.-A.; et al. Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems. Educ. Sci. 2023, 13, 307. https://doi.org/10.3390/educsci13030307
DiStefano M, Retanal F, Bureau J-F, Hunt TE, Lafay A, Osana HP, Skwarchuk S-L, Trepiak P, Xu C, LeFevre J-A, et al. Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems. Education Sciences. 2023; 13(3):307. https://doi.org/10.3390/educsci13030307
Chicago/Turabian StyleDiStefano, Michela, Fraulein Retanal, Jean-François Bureau, Thomas E. Hunt, Anne Lafay, Helena P. Osana, Sheri-Lynn Skwarchuk, Philip Trepiak, Chang Xu, Jo-Anne LeFevre, and et al. 2023. "Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems" Education Sciences 13, no. 3: 307. https://doi.org/10.3390/educsci13030307