
06645049
j
2016f.00357
Dinkelmann, Iris
Buff, Alex
Children's and parents' perceptions of parental support and their effects on children's achievement motivation and achievement in mathematics. A longitudinal predictive mediation model.
Learn. Individ. Differ. 50, 122132 (2016).
2016
Elsevier, Amsterdam
EN
C60
C20
C30
parental support
childperceived warmth
parentperceived warmth
achievement motivation in mathematics
mathematics achievement
doi:10.1016/j.lindif.2016.06.029
Summary: Based on Eccles et al.'s expectancyvalue model, this study focused on parent and childperceived parental support (parental control, warmth and structure) in mathematics, and their effects on mathematicsrelated achievement motivation (competence beliefs and intrinsic value) and achievement, controlling for previously reported achievement, achievement motivation, intelligence, and gender. Data were analyzed of 457 children and their parents, which had been gathered in the time period from the first to the seventh grade. Structural equation analyses showed that parentperceived control negatively predicted competence beliefs and achievement in mathematics (the latter mediated by competence beliefs). Parentperceived warmth had an indirect positive effect on mathematicsrelated competence beliefs and intrinsic value (mediated by childperceived warmth) as well as achievement (mediated by both childperceived warmth and competence beliefs). Parentperceived structure, mediated by childperceived structure, positively predicted the intrinsic value of mathematics.