Does inducing growth-oriented mindsets about math ability in parents enhance children's math mindsets, affect, and achievement?

A parent-directed intervention designed to foster growth-oriented mindsets about math was evaluated in a longitudinal randomized-control trial. Parents ( = 615; 61% White, 22% Black; 63% with at least a bachelor's degree) participated in the intervention or an active control condition in which they learned about the Common Core math curriculum. Parents reported on their math mindsets and parenting practices (e.

Cognitive and motivational numeracy parenting practices: Implications for children's numeracy engagement during early elementary school.

Parents are considered a major resource in children's numeracy development. The relative role of cognitive and motivational parenting practices, however, is unclear given that the two types of practices have largely been studied in isolation. The current study simultaneously estimated the contributions of several cognitive and motivational parenting practices hypothesized to be important, but which may have overlapping effects.

Parents' math anxiety and their controlling and autonomy-supportive involvement in children's math learning: Implications for children's math achievement.

This research examined how parents' math anxiety is associated with their controlling and autonomy-supportive involvement in children's math learning; the contribution of such involvement to children's math achievement was also evaluated. Parents ( = 562; 62% White, 21% Black; 65% with at least a bachelor's degree) of young elementary school children ( = 7.48 years; 50% girls) reported on their math anxiety as well as controlling and autonomy-supportive involvement in children's math learning; observations were also made.

Parents' daily involvement in children's math homework and activities during early elementary school.

This research examined parents' involvement in children's math homework and activities. During 2017 to 2019, American parents (N = 483; 80% mothers; 67% white) of young elementary school children (M  = 7.47 years; 50% girls) reported on their math helping self-efficacy; they also reported on their involvement in children's math homework and activities daily for 12 days.