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Parental modelling of mathematical affect: self-efficacy and emotional arousal

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Abstract

This study explored the relationship between parents’ mathematics self-efficacy and emotional arousal to mathematics and their 12- and 13-year-old children’s mathematics self-efficacy and emotional arousal to mathematics. Parental modelling of affective relationships during homework was a focus. Eighty-four parent and child pairings from seven schools in New Zealand were examined using embedded design methodology. No significant correlations were found when the parents’ mathematics self-efficacy and emotional arousal to mathematics were compared with the children’s mathematics self-efficacy and emotional arousal to mathematics. However, the parents’ level of emotional arousal to mathematics was found to have affected their willingness to assist with mathematics homework. For those parents who assisted, a significant positive correlation was found between their mathematics self-efficacy and their children’s emotional arousal to mathematics. Parents who did assist were generally reported as being calm, and used techniques associated with positive engagement. Fathers were calmer and more likely to express readiness to assist with mathematics homework than mothers. A further significant positive correlation was found between fathers’ emotional arousal to mathematics and children’s mathematics self-efficacy. Implications from the study suggest directions for future research.

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Funding

This research was supported in part by the Renfrew-White Master’s scholarship in Education and a publishing bursary from the University of Otago.

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Authors and Affiliations

  1. University of Otago, College of Education, PO Box 56, Dunedin, 9054, New Zealand

    Sarah R. Bartley & Naomi Ingram

  2. James Hargest College, 288 Layard St, Invercargill, New Zealand

    Sarah R. Bartley

Authors
  1. Sarah R. Bartley
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  2. Naomi Ingram
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Corresponding author

Correspondence to Sarah R. Bartley.

Additional information

Sarah Bartley is now a mathematics teacher and guidance counsellor at James Hargest College.

Naomi Ingram is a lecturer and researcher in mathematics education at the University of Otago, College of Education.

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Bartley, S.R., Ingram, N. Parental modelling of mathematical affect: self-efficacy and emotional arousal. Math Ed Res J 30, 277–297 (2018). https://doi.org/10.1007/s13394-017-0233-3

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  • DOI: https://doi.org/10.1007/s13394-017-0233-3

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