The Roles of Achievement-Related Behaviours and Parental Beliefs in Children's Mathematical Performance

Aunola, Kaisa; Nurmi, Jari‐Erik; Lerkkanen, Marja‐Kristiina; Rasku‐Puttonen, Helena

doi:10.1080/01443410303212

Cited by 80 publications

(64 citation statements)

References 59 publications

(60 reference statements)

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“…Perhaps, due to their positive views, parents provided more challenging tasks and opportunities for mathematics problems solving (Musun-Miller & Blevins-Knabe, 1998). Another hypothesis proposed by Aunola et al (2003) is that parents who realistically believe in their children's mathematics abilities are, themselves, proficient in that domain and, therefore, exhibit positive attitudes towards mathematics (Huntsinger, Jose, Liaw, & Ching, 1997). Results also show that the children's higher achievement in mathematics, in turn, improved the parents' opinion about their descendants' skills (Parsons, Kaczala, & Meece, 1982;Phillips, 1987).…”

Section: Perceived Parental Support and Students' Engagement In Schoolsupporting

confidence: 48%

“…Veiga and Antunes (2005) investigated 365 7 th , 9 th , and 11 th grade students and found a significant relationship between motivation towards school work and parental support. Another study conducted by Aunola, Nurmi, Lerkkanen, and Rasku-Puttonen (2003), revealed that parents' opinion about their children's mathematics ability was related to their performance. The children whose parents believed in their mathematics abilities had better results in that subject.…”

Section: Perceived Parental Support and Students' Engagement In Schoolmentioning

confidence: 99%

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Students' engagement in school and family variables: A literature review

Veiga

Robu

Conboy

et al. 2016

Estud. psicol. (Campinas)

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Abstract"Students' engagement in school" is regarded in the literature as a current and valued construct despite the lack of empirical studies on its relationship with specific family variables. The present research aimed to survey studies on the correlation between students' engagement in school and family contexts, specifically in terms of the following variables: perceived parental support, socioeconomic and sociocultural levels, perceived rights, and parental educational styles. In order to describe the state of the art of student's "engagement in school" and "family variables", a narrative review was conducted. The studies reviewed highlight the role of family as a context with significance in student's engagement in school. However, further research is needed to deepen the knowledge of this topic considering potential mediator variables, either personal or school variables. It was also found the need for a psychosocial intervention aimed at providing support for the students coming from adverse family contexts who exhibit low level of engagement associated with poor academic achievement and a higher probability of dropping out.

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Section: Perceived Parental Support and Students' Engagement In Schoolsupporting

confidence: 48%

Section: Perceived Parental Support and Students' Engagement In Schoolmentioning

confidence: 99%

Students' engagement in school and family variables: A literature review

Veiga

Robu

Conboy

et al. 2016

Estud. psicol. (Campinas)

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“…Previously, it has been suggested that achievement behaviors stem from the experiences the individual has had in previous achievement situations (e.g., Dweck & Leggett, 1988;Bandura, 1993). The significance of contextual and social factors (such as parents' beliefs in their offspring's school competence, parenting styles, and teachers' beliefs and instructional support) for the individual's choice of actions has also been acknowledged (e.g., Aunola et al, 2003; TEMPERAMENT, AFFECTS, AND BEHAVIORS 24 Pakarinen et al, 2011;Rubie-Davies, Flint, & McDonald, 2012). The results of the present study suggest that the patterns of young students' affects and behaviors in achievement situations are partly dispositional, or influenced by dispositional factors, such as temperament (e.g., Elliot & Thrash, 2002;Rothbart & Hwang, 2005).…”

Section: Resultsmentioning

confidence: 99%

The role of temperament in children's affective and behavioral responses in achievement situations

Hirvonen

Aunola

Alatupa

et al. 2013

Learning and Instruction

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(2013). The role of temperament in children's affective and behavioral responses in achievement situations. Learning and Instruction, 27 (1), 21-30. doi:10.1016/j.learninstruc.2013.02 Although students' affects and behaviors in achievement situations have been shown to be influenced by their previous learning experiences, less is known about how they relate to students' dispositional characteristics, such as temperament. This study examined to what extent children's temperament is related to their affective and behavioral responses in achievement situations. Teachers rated first-graders' (n = 153) temperamental characteristics in the Fall semester. Children's active task avoidance, anxiety, and helplessness were rated in test situations in the Fall and Spring semesters. The results showed that the more easily distracted the children were, the more task avoidance they showed, and the more their task avoidance increased during the first grade. Moreover, children's high level of inhibition was related to high levels of anxiety and helplessness. The findings suggest that characteristics that are related to students' behavioral regulation and inhibition are particularly important for their affective and behavioral responses in achievement situations.

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“…Mathematical performance was assessed by the Mathematical Skill Test (Auno1a, Nurmi, Lerkkanen, & Rasku-Puttonen, 2003). The tasks were modified from the Diagnostic Tests 3: Motivation, metacognition and mathematics (Salonen, Lepola, Vauras, Rauhanummi, Lehtinen, & Kinnunen, 1994).…”

Section: Measurementsmentioning

confidence: 99%

Mathematical performance predicts progress in reading comprehension among 7-year olds

et al. 2005

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The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading comprehension during the first and second years ofprimary school. 114 Finnish-speaking children were examined six times on mathematics and reading comprehension during Years 1 and 2. At the beginning of Year J, they were also tested on initial mathematics and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention to the role of mathematical knowledge when children are entering to school.

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The Roles of Achievement-Related Behaviours and Parental Beliefs in Children's Mathematical Performance

Cited by 80 publications

References 59 publications

Students' engagement in school and family variables: A literature review

Students' engagement in school and family variables: A literature review

The role of temperament in children's affective and behavioral responses in achievement situations

Mathematical performance predicts progress in reading comprehension among 7-year olds

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