Children's Perceptions of Parents' and Teachers' Beliefs as Predictors of Their Math Attitudes and Behaviors

• In Event: Social-Emotional and Motivational Inputs to Success

Abstract

In math, many students have maladaptive beliefs such as fixed mindset and gender-stereotypic beliefs and show low self-efficacy and high anxiety, which tends to cause reduced persistence and achievement. In this study, we examined the influences of perceived parents’ and teachers’ beliefs on students’ math attitudes and behavioral outcomes. The structural equation model revealed the transmissions of mindset and gender-stereotypic beliefs from parents to students and the distinguished influences of parents’ and teachers’ expectations on students’ outcomes among 517 3rd and 4th graders in two elementary schools. Students’ gender-stereotypic beliefs and self-efficacy in turn predicted their persistence and achievement. Additional multiple group analyses showed gender equivalence in the relations among variables. Differentiated roles of parents’ and teachers’ beliefs were discussed.

Authors

• Hyun Ji Lee, The Ohio State University

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

• Mimi Bong, Korea University