Mechanisms underlying the relations between parents' perfectionistic tendencies and young children's mathematical abilities

Background Parents' high academic expectations are positively associated with young children's mathematical abilities. However, minimal attention has been devoted to whether, and how, different ways of conveying the performance targets would result in different outcomes. Aims The current s...

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Bibliographic Details
Published in:British journal of educational psychology 2024-09, Vol.94 (3), p.700-716
Main Authors: Cheung, Sum Kwing, Chan, Winnie Wai Lan, Fong, Ricci Wai‐tsz
Format: Article
Language:English
Subjects:
Ability
Academic achievement
Approach-Avoidance
Childhood
Children & youth
home mathematical activities
mathematical abilities
Mathematics
Mathematics Activities
Motivation
motivation to learn mathematics
Parents
Parents & parenting
Perfectionism
Young Children
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Summary:Background Parents' high academic expectations are positively associated with young children's mathematical abilities. However, minimal attention has been devoted to whether, and how, different ways of conveying the performance targets would result in different outcomes. Aims The current study investigated whether and how parents' perfectionistic strivings and concerns were associated with young children's mathematical abilities through home mathematical activities, children's approach motivation to learn mathematics, and children's avoidance motivation to learn mathematics. Sample Participants included 211 kindergarteners in Hong Kong and their parents. Methods Data were collected through individual child tests and parent questionnaires. Results Structural equation modelling revealed that parents' perfectionistic strivings had a direct positive link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via home mathematical activities, and then approach motivation. Parents' perfectionistic concerns had a direct negative link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via avoidance motivation to learn mathematics. Conclusions Early childhood practitioners are recommended to raise parents' awareness of how to communicate high‐performance targets to children in a constructive manner.
ISSN:0007-0998
2044-8279
2044-8279
DOI:10.1111/bjep.12673