Promoting Children's Math Motivation by Changing Parents' Math Gender Stereotypes and Expectations

• In Event: Advances in Research on Mind-Set Theory: A Focus on the Role of Contextual Factors

Abstract

We examined the effectiveness of an intervention designed to increase students’ math motivation by strengthening the growth mindset and gender-fair beliefs in math of both parents and students. Four-hundred and sixty-seven third and fourth graders and their parents participated in the program. The intervention targeting parents lowered their gender-stereotypic beliefs and strengthened their expectations toward their child’s success in math, which subsequently predicted students’ changes in math stereotypes, fixed mindset, self-efficacy, and test anxiety. While a subsequent intervention targeting students did not significantly change math-related beliefs for all students, the mediated moderation model demonstrated that the effect depended on the strength of importance students perceived in math. The findings highlight the importance of involving parents for enhancing children’s math motivation.

Authors

• Hyun Ji Lee, The Ohio State University

• Jeesoo Lee, Korea University

• Juyeon Song, Korea National University of Education

• Sungwha Kim, Korea University - Brain and Motivation Research Institute

• Mimi Bong, Korea University