Parent Influences on the Mathematics Self-Concept of High Ability Adolescent Girls

Abstract

This study investigated maternal and paternal influences on the mathematics self-concept of high-achieving adolescent girls. The differential effects of parent-daughter identification, parent mathematics self-concept, and parent expectations on adolescent mathematics self-concept were examined in a sample of 165 high-ability adolescent girls and their parents. For both mothers and fathers, parent mathematics self-concept was related to parent expectations regardless of the degree of identification between parent and daughter. Parent expectations in turn linked to daughter mathematics self-concept. There was little evidence that degree of parent-daughter identification influenced the relations among parent mathematics self-concept, parent expectations, and adolescent mathematics self-concept. These results confirm and extend previous findings regarding the importance of parent expectations in shaping children's conceptions of their mathematics abilities.