Higher levels of maternal help, press for intellectual development, and monitoring are associated with poorer children's arithmetic skills¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Lower math fluency scores are associated with higher levels of maternal help (r= −0.51), press for intellectual development (r= −0.39), and monitoring (r= −0.53). → Daches Cohen L and Rubinsten O 2017

Evidence¶

Daches Cohen L and Rubinsten O 2017¶

Daches Cohen L and Rubinsten O (2017) Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School. Front. Psychol. 8:1939. https://doi.org/10.3389/fpsyg.2017.01939

q2 · i3 · associational · r1

Pearson correlation between mothers' and children's variables (Table 3) in the study of 27 mother-child pairs. The article reports "Lower scores in the math fluency subtest were associated with higher levels of maternal help" and the other printed correlations; calculation was also negatively correlated with help (r= −0.42) and monitoring (r= −0.36).

"Lower scores in the math fluency subtest were associated with higher levels of maternal help ( r=− 0.51, p < 0.01), press for intellectual development ( r = −0.39, p < 0.025), and monitoring ( r = −0.53, p < 0.01)."

Discussion¶

Related Claims¶

• Preliminary evidence of intergenerational transmission of math anxiety: mothers' math anxiety relates to children's lower intrinsic math motivation and stronger attentional bias toward math stimuli — related
• Implicitly measured math anxiety (attentional bias) in children is predicted by environmental factors, specifically mothers' numerical task anxiety and maternal pressure — related
• Children's arithmetic skills are the strongest predictor of their explicitly measured math anxiety, with higher skills associated with lower anxiety — related
• Maternal education has the largest peak association with cognitive development: a high-school-to-college increase predicts about 0.4 SD higher reading and math scores at the peak. — related
• Maternal cognitive support was only modestly associated with emotional support and largely independent of intrusiveness and negativity — related
• Higher levels of student involvement in self-monitoring lead to stronger intervention effects (preliminary evidence) — related
• Maternal help in Grade 2 negatively predicts children's task persistence in Grade 3, with no prediction from Grade 3 to Grade 4 — related
• Maternal monitoring does not predict children's task persistence at any measurement point — related
• Both mothers' and fathers' tested math skills significantly predict children's arithmetic fluency in Grade 1, and fathers' skills remain a significant predictor of Grade 2 arithmetic fluency — related