The Relationship Between Parental Math Self-Efficacy and Home Math Support: Insights From an Intervention Study (Poster 13)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Mathematics Learning Supports and Interventions

Abstract

Parents’ home math support predicts their preschoolers' concurrent and later math achievement. The current study investigated parental self-efficacy as it relates to parental home math support during a parent informational intervention on early numeracy or patterning skills. Based on survey and observational data from 107 parents of preschoolers, we found parental self-efficacy was a positive predictor of reported and observed parental numeracy and patterning support. We found no effect of the intervention on parental self-efficacy, but self-efficacy was a significant predictor of observed and reported math support before and after the intervention. Our findings highlight the need to understand parental self-efficacy as a factor in the home math environment. Additional implications will be discussed.

Authors

• Camille Msall, Vanderbilt University

• Xuanming Guo, Vanderbilt University

• Siyuan Wang, Vanderbilt University

• Bethany Rittle-Johnson, Vanderbilt University

• Ashli-Ann Douglas, WestEd