Bosire Jamlick Peter Ondieki, Palermo Francisco, Napoli Amy R
Department of Human Development and Family Science, University of Missouri, Missouri, MO, United States.
Department of Child, Youth and Family Studies, University of Nebraska-Lincoln, Lincoln, NE, United States.
Front Psychol. 2025 Aug 28;16:1649713. doi: 10.3389/fpsyg.2025.1649713. eCollection 2025.
We examined how parents' beliefs are related to home environment practices within and across academic domains (i.e., literacy and math) and the mechanisms through which parents' beliefs shape home environments. The sample included 945 parents of 0-6-year-old children ( = 4.01, = 1.55) from the Early Home Learning Environment dataset. Parents answered questions on beliefs, expectations, perceived appropriateness of activities, math anxiety, and home literacy (HLE) and math (HME) learning environment activities. Using path analysis, we examined the extent to which parents' beliefs, expectations, perceptions of activity appropriateness, and math anxiety were associated with the HLE and HME; whether expectations for children mediate the associations between parental beliefs and home environments; and whether perceptions of appropriateness of activities and math anxiety moderate the association between parental beliefs, expectations, and home environments. Literacy expectations and perceived appropriateness of literacy activities were positively associated with the HLE, while literacy beliefs and perceptions of appropriateness of literacy activities were associated with the HME. Math beliefs, expectations, and perceptions of appropriateness of math activities were positively associated with the HME, whereas math beliefs, perceptions of appropriateness of math activities, and math anxiety were associated with the HLE. Expectations were only significant within domains and mediated the associations between beliefs and activities for both literacy and math. Only perceptions of appropriateness of math activities moderated the association between math beliefs and HLE. Our study supports the interconnectedness of HLE and HME activities and the importance of parental beliefs in shaping home learning environments.
我们研究了父母的信念如何与学术领域（即读写能力和数学）内及跨领域的家庭环境实践相关，以及父母信念塑造家庭环境的机制。样本包括来自早期家庭学习环境数据集的945名0至6岁儿童的父母（平均年龄 = 4.01岁，标准差 = 1.55岁）。父母回答了关于信念、期望、对活动适宜性的认知、数学焦虑以及家庭读写能力（HLE）和数学（HME）学习环境活动的问题。通过路径分析，我们考察了父母的信念、期望、对活动适宜性的认知以及数学焦虑与HLE和HME的关联程度；儿童期望是否在父母信念与家庭环境之间的关联中起中介作用；以及对活动适宜性的认知和数学焦虑是否调节父母信念、期望与家庭环境之间的关联。读写能力期望和对读写活动适宜性的认知与HLE呈正相关，而读写信念和对读写活动适宜性的认知与HME相关。数学信念、期望和对数学活动适宜性的认知与HME呈正相关，而数学信念、对数学活动适宜性的认知和数学焦虑与HLE相关。期望仅在各领域内具有显著性，并在读写和数学的信念与活动之间的关联中起中介作用。只有对数学活动适宜性的认知调节了数学信念与HLE之间的关联。我们的研究支持了HLE和HME活动的相互关联性以及父母信念在塑造家庭学习环境中的重要性。
