Abstract
This study investigated mathematics anxiety from an intergenerational perspective, by investigating data on 172 primary-school children and both their biological parents. This family dataset (n = 516) allowed us to not only replicate previous findings per generation but also, importantly, explore intergenerational correlations. We found a significant negative association between sixth graders’ arithmetical performance and their mathematics anxiety. Gender differences occurred in each generation: females were more anxious than males about mathematics. Interestingly, these gender differences were not found in actual arithmetical performance. Analyses of our intergenerational data revealed that children’s mathematics anxiety was significantly associated with their mothers’ mathematics anxiety and both their mothers’ and fathers’ educational level. Regression analyses revealed that the significance level of mothers’ mathematics anxiety became borderline when considering mathematics anxiety and educational level of both parents simultaneously. Interestingly, mathematics anxiety as well as educational level of both biological parents was associated, suggesting that mathematics anxiety results from a complex entanglement of nature and nurture. Current intergenerational data suggest a complex familial basis of mathematics anxiety and indicate that the investigation of parental levels of education and mathematics anxiety contributes to the understanding of individual differences in children’s arithmetic performance.
Highlights
IntroductionSpecialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in PsychologyReceived: 03 December 2019 Accepted: 17 June 2020 Published: 21 July 2020
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in PsychologyReceived: 03 December 2019 Accepted: 17 June 2020 Published: 21 July 2020Citation: Vanbinst K, Bellon E and Dowker A (2020) Mathematics Anxiety: An Intergenerational Approach
It is generally considered that parents have an important influence on children’s behavior, attitudes, performance, etc., and that this influence is shown in various domains of children’s lives. It is still unclear how parental attitudes toward mathematics relate to children’s performance in, and attitudes to, mathematics and whether gender differences may play a role in such relationships
Summary
Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in PsychologyReceived: 03 December 2019 Accepted: 17 June 2020 Published: 21 July 2020. It is generally considered that parents have an important influence on children’s behavior, attitudes, performance, etc., and that this influence is shown in various domains of children’s lives. To date, it is still unclear how parental attitudes toward mathematics relate to children’s performance in, and attitudes to, mathematics and whether gender differences may play a role in such relationships. Some studies suggest that parental attitudes to mathematics may be associated with children’s performance in, and attitudes to, mathematics (Gunderson et al, 2012; Casad et al, 2015; Maloney et al, 2015) This appears, to be moderated by the extent to which parents are involved in their children’s mathematics learning
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