The role of parental attitudes and practices in shaping children’s motivation and achievement in mathematics.

Abstract

Parental involvement in children’s education has been consistently associated with improved academic performance and enhanced intrinsic motivation for learning. However, the impact of parental involvement depends largely on the specific practices parents adopt, as not all approaches are equally beneficial. This study is part of a longitudinal project investigating children’s motivation to learn mathematics. It aims to explore the relationships between parental attitudes and practices regarding children’s motivation for learning math and students’ math motivation, identity and achievement. Furthermore, the study examines whether these relationships differ between students in Grades 4 and 5 and between boys and girls. The sample comprised 1,591 students (53.8% in Grade 4; 49.1% female) and 1,167 parents. Students completed a questionnaire measuring their motivation to learn mathematics (28 items on a 4-point Likert scale, based on Expectancy-Value Theory), and math identity (6 items, e.g. I think I am a math person), and knowledge test (14 tasks based on TIMSS 2011 cycle). Parents completed a questionnaire assessing parenting practices (5 dimensions, 18 items, e.g. I tell my child to make time for learning math), attitudes toward mathematics (3 dimensions, 9 items, e.g. Math is applicable to real life), and mindset (2 dimensions, 8 items e.g. Every child can progress in math.), all rated on a 4-point scale. Regression analyses revealed that positive parental attitudes and practices aimed at fostering intrinsic motivation and the value had the strongest effects on student outcomes. Parental attitudes and practices were found to have the most significant effect on math achievement, followed by student motivation. Interestingly, the results reveal distinct patterns in the relationships between parental predictors, and the motivation and achievement of boys and girls. Overall, parental practices play a more significant role in influencing the motivation and achievement of girls, while parental attitudes have a stronger effect on boys' achievement. Additionally, differences were observed between students in Grades 4 and 5, with parental attitudes and practices having a greater impact on the older students. These findings are discussed in the context of supporting parents to provide unbiased, non-stereotypical support to their children, helping to sustain and enhance their motivation to learn mathematics