The Role of Parental Math Anxiety and Math Attitude in Their Children’s Math Achievement

Soni, Akanksha; Kumari, Santha

doi:10.1007/s10763-015-9687-5

Cited by 104 publications

(78 citation statements)

References 38 publications

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“…This father's indirect involvement potentially brings stronger influence toward students' mathematics achievement compared to father's direct involvement such as helping children to solve some mathematical problems (Cao et al, 2006). This finding is line with Soni and Kumari (2017) statement that the support and motivation a father gives to his children bring positive correlation toward the children mathematics achievement.…”

Section: Figure 2 the Differences Of Average In Mathematics Achievemsupporting

confidence: 81%

“…This condition builds a closer relationship between children and their mother compared to their father. Soni and Kumari (2017) state that a child who has a close relationship with his mother will have a positive perception. The level of closeness becomes the indicator of children's positive development and plays a role in developing children's ability in mathematics.…”

Section: Figure 2 the Differences Of Average In Mathematics Achievemmentioning

confidence: 99%

“…SES is measured using a composite of variables, often including level of education, occupation category, income, possessions and place of residence (Sirin, 2005). The focus of this study is on parents' education level as an indicator of SES, since it is known to be related to students' school achievements (Kiadarbandsari, Madon, Hamsan, & Nouri, 2016;Soni & Kumari, 2017). This study examines the relationships between parents' education level and students' mathematics achievement among a sample of high school students in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

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Socioeconomic Status, Parental Involvement in Learning and Student’ Mathematics Achievement in Indonesian Senior High School

Kusaeri

Aditomo²,

Ridho³

et al. 2018

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The objectives of the research are to examine: (1) the relationship between parents’ education level as an indicator of socioeconomic status (SES) with students’ mathematics achievement, and (2) the interaction between parents’ education level and the intensity of parental involvement in predicting students’ mathematics achievement. The sample (N=2,867) was selected through stratified random sampling of Indonesian high school National Examination (NE) test takers in 2016. The sampling was based on careful consideration of the representativeness and the distribution of provinces, gender, type of school (general-vocational), and school status (public-private). Data was analyzed using parallel multiple mediator analyses. The findings highlight that: (1) compared to fathers, mothers’ education level had a stronger contribution to students’ achievement in mathematics, and (2) mothers’ involvement mediated the relationship between mothers’ level of education and students’ mathematics achievement. However, more intensive parental involvement was associated with lower mathematics achievement. Keywords: SES, mathematics, parents’ education levels, involvement STATUS SOSIAL EKONOMI, KETERLIBATAN ORANGTUA DALAM BELAJAR DAN HASIL BELAJAR MATEMATIKA SISWA SMA DI INDONESIA Abstrak: Penelitian ini bertujuan untuk menguji: (1) kaitan antara tingkat pendidikan orangtua sebagai indikator status sosial ekonomi (SSE) dengan hasil belajar matematika siswa, dan (2) interaksi antara tingkat pendidikan orangtua dengan intensitas keterlibatan orangtua dalam memprediksi hasil belajar matematika anak-anaknya. Sampel penelitian ini (N=2,867) dipilih secara stratified random sampling dari peserta Ujian Nasional di Indonesia tahun 2016 jenjang SMA. Pengambilan sampel didasarkan pada keterwakilan dan sebaran provinsi, jenis kelamin, jenis sekolah (SMA/MA atau SMK) dan status sekolah (negeri-swasta). Data dianalisis dengan menggunakan analisis parallel multiple mediator. Hasil penelitian menunjukkan: (1) pendidikan ibu memiliki peran sangat penting karena sangat berkonstribusi dalam menunjang hasil belajar matematika anaknya dibandingkan pendidikan ayah, dan (2) keterlibatan ibu dalam belajar anak yang dimediasi tingkat pendidikannya berpengaruh terhadap hasil belajar matematika anaknya. Namun demikian, keterlibatan orangtua yang terlalu intens dalam kegiatan belajar anak justru berdampak kurang baik terhadap hasil belajar matematika anaknya. Kata Kunci: SSE, matematika, tingkat pendidikan orangtua, keterlibatan

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Section: Figure 2 the Differences Of Average In Mathematics Achievemsupporting

confidence: 81%

Section: Figure 2 the Differences Of Average In Mathematics Achievemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Socioeconomic Status, Parental Involvement in Learning and Student’ Mathematics Achievement in Indonesian Senior High School

Kusaeri

Aditomo²,

Ridho³

et al. 2018

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“…For example, higher parent academic expectations have been linked to more frequent numeracy activities in the home and math performance [24–25]. A parent characteristic that has received considerable recent attention in the broader literature, but not in studies considering the home math environment, is parent math anxiety [32–35]. Parents’ own anxiety about doing math has been linked with children’s math performance, although the relation is not always direct.…”

Section: Introductionmentioning

confidence: 99%

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

2016

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There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

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“…Tutum, matematik öğrenme ve öğretme sürecinde hayati bir rol oynamakla beraber öğrencilerin matematik alanındaki başarılarına etki etmektedir (Farooq & Shah, 2008). Çocukların matematiğe yönelik tutumları kendi matematiksel yeterliliklerini algılamalarını büyük ölçüde etkilemekte, matematik performansları üzerinde derin bir etki yaratmaktadır (Soni & Kumari, 2017). Matematiğin pek çok kişi için zor ve algılanması karmaşık bir ders olarak düşünülmesinin, bireylerin matematiğe yönelik tutumlarını etkileyebileceği kaçınılmazdır.…”

Section: Introductionunclassified

Ortaokul Öğrencileri için Matematiğe Yönelik Tutum Ölçeğini Türkçe’ye Uyarlama Çalışması

Şen

2019

Uluslararası Sosyal Ve Eğitim Bilimleri Dergisi

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Bu çalışmada, Yáñez-Marquina & Villardón-Gallego tarafından geliştirilen Ortaokul Öğrencileri için Matematiğe Yönelik Tutum Ölçeği'nin Türkçe'ye uyarlama çalışması yapılmıştır. Çalışma, 5, 6, 7 ve 8. sınıfta öğrenim gören 878 ortaokul öğrencisinden alınan veriler ile gerçekleştirilmiştir. Açımlayıcı faktör analizi ve doğrulayıcı faktör analizleri uygulanarak ölçeğin yapı geçerliliği incelenmiştir. Ölçeğin özgün formu 19 maddeden oluşmaktadır. Analizler doğrultusunda 1 madde ölçekten çıkarılarak Türkçe'ye uyarlamasında 18 madde yer almıştır. Çalışmanın sonucunda, uyarlaması yapılan ölçeğin faktör yapısı, özgün yapısıyla tutarlı 3 faktörlü (öz benlik, matematiğin algılan kullanışlılığı, ilgi) model oluşturduğu görülmüştür. Doğrulayıcı faktör analizi sonuçları ölçeğin literatürde istenilen uyum indekslerini sağlamaktadır. Güvenirlik çalışmasına göre ölçeğin Cronbach alfa değeri 0.91 olarak hesaplanmıştır. Elde edilen bulgular, uyarlanan ölçeğin ortaokul öğrencilerinin matematiğe yönelik tutumlarını ölçmek için alternatif, kullanışlı, uygulanması kolay, geçerli ve güvenilir bir araç olduğunu göstermiştir.

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The Role of Parental Math Anxiety and Math Attitude in Their Children’s Math Achievement

Cited by 104 publications

References 38 publications

Socioeconomic Status, Parental Involvement in Learning and Student’ Mathematics Achievement in Indonesian Senior High School

Socioeconomic Status, Parental Involvement in Learning and Student’ Mathematics Achievement in Indonesian Senior High School

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

Ortaokul Öğrencileri için Matematiğe Yönelik Tutum Ölçeğini Türkçe’ye Uyarlama Çalışması

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