Parent-Child Relationship Moderates Long-Term Effects of a Parent Belief Intervention on Children's Math Motivation

• In Event: Fairmont Roundtable Session Three
  In Roundtable Session: Parent and Peer Socialization of Students' Motivational Beliefs (Table 13)

Abstract

A parent belief intervention designed to improve children’s math motivation by tapping parents’ mindsets, gender stereotypes, and expectations toward their child’s future success in math (Authors, 2022) was replicated among 494 third and fourth graders and their parents at two elementary schools. Using a cluster-randomized design, classes were randomly assigned to the intervention (14 classes) and control group (14 classes). The intervention’s short-term effects in lowering parents’ gender stereotypes and raising their expectations were replicated with similar patterns of its indirect effects. This study further showed its long-term effects on parent and student outcomes and the moderating role of the parent-child relationship. The new findings suggest a need to take a long-term perspective and consider parent-child interactions for parent interventions.

Authors

• Hyun Ji Lee, The Ohio State University
  Presenting Author

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

• Mimi Bong, Korea University
  Non-Presenting Author