Rodríguez Susana, Piñeiro Isabel, Gómez-Taibo Mª L, Regueiro Bibiana, Estévez Iris, Valle Antonio
Universidade da Coruña.
Psicothema. 2017 May;29(2):184-190. doi: 10.7334/psicothema2017.32.
Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance.
With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents’ beliefs is related to children´s beliefs, their involvement in mathematical tasks and their performance.
Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students’ academic work by parents may increase students’ concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents’ expectations and children’s maths self-efficacy and negatively on the parents’ help in tasks and performance goal orientation.
Perceived parental involvement contributes to children’s motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork.
尽管众多研究试图解释数学学习表现，但很少有研究深入探究不同变量之间的关系以及它们如何共同解释数学学习表现。
本研究以897名小学五年级和六年级学生为样本，运用结构方程模型（SEM），分析父母信念认知与孩子信念、他们对数学任务的参与度以及他们的表现之间的关系。
感知到的父母参与有助于激发孩子在数学学习上的动力。父母对学生学业的直接监督可能会增加学生对孩子形象和评价的担忧，但不会提高他们的学业成绩。事实上，数学成绩直接且正向地取决于父母的期望和孩子的数学自我效能感，而负向地取决于父母在任务中的帮助和成绩目标导向。
感知到的父母参与有助于激发孩子在数学学习上的动力，主要是通过传递对他们能力的信心以及对他们的进步和学业表现出兴趣。
