Observing Parents' Behaviors That Foster or Undermine Children's Motivation in Math Learning (Poster 29)

• In Event: AERA Poster Session Twelve
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

Using an observational method to examine the parent-child interaction during a math task, this present study (N = 96) explored the frequency and co-occurrence of a wide array of parents’ behaviors during math activities that have been previously found to motivate or discourage children. Results indicated that parents frequently provided feedback and gave controlling directions, but may have underutilized constructive behaviors such as pointing out the value of mathematics and supporting children’s autonomy in the task. Parents’ constructive behaviors (positive feedback, autonomy-support, positive affect) positively correlated with each other, and non-constructive behaviors (negative feedback, controlling behaviors, negative affect) positively correlated with each other, but constructive and non-constructive parenting behaviors were not negatively related.

Authors

• Yuchen Song, University of Georgia
  Presenting Author

• Michael M. Barger, University of Georgia
  Non-Presenting Author

• Emily Quinn Rosenzweig, University of Georgia
  Non-Presenting Author

• Madison Brown
  Non-Presenting Author

• Casey Jokay
  Non-Presenting Author

• Anna Levin
  Non-Presenting Author

• Grace Pottorff
  Non-Presenting Author

• Mila Katherine Sampson
  Non-Presenting Author

• David Jacob Seiden
  Non-Presenting Author

• Eva M. Pomerantz, University of Illinois at Urbana-Champaign
  Non-Presenting Author