eprintid: 10205680
rev_number: 9
eprint_status: archive
userid: 699
dir: disk0/10/20/56/80
datestamp: 2025-03-06 11:07:06
lastmod: 2025-03-06 11:07:06
status_changed: 2025-03-06 11:07:06
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Outhwaite, Laura
creators_name: Fischer, Natalie Marie
creators_name: Jusek, Anna
creators_name: Van Herwegen, Jo
title: Understanding the role of parental self-efficacy for supporting children’s early learning in the home mathematics environment
ispublished: inpress
divisions: UCL
divisions: B16
divisions: B14
divisions: J82
divisions: KC6
keywords: Mathematical development, home mathematics environment, parental self-efficacy, early years, informal maths activities
note: © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
abstract: Alongside formal education, the home mathematics environment is important for children’s early maths development. This study reports a new domain-specific measure of parental self-efficacy for maths (and reading skills) with 3–4-year-olds. 65 families in the UK were surveyed, and a sub-sample of 40 families also completed a remote child assessment session. Results showed that the new parental self-efficacy measure had acceptable internal consistency and that parents had higher self-efficacy for supporting their child’s reading, compared to their maths skills. The new measure of parental self-efficacy for maths was also found to predict the frequency of maths-related home activities. Parental self-efficacy for maths was not significantly associated with parental maths anxiety. This evidence highlights the role of parental self-efficacy for maths as an affective factor within the home mathematics environment and suggests it is an important near-transfer target for parent-focused maths interventions, which seek to improve children’s maths outcomes.
date: 2025-03-05
date_type: published
publisher: Taylor & Francis
official_url: https://doi.org/10.1080/03004430.2025.2474668
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 2366265
doi: 10.1080/03004430.2025.2474668
lyricists_name: Outhwaite, Laura
lyricists_id: LAOUT22
actors_name: Outhwaite, Laura
actors_id: LAOUT22
actors_role: owner
full_text_status: public
publication: Early Child Development and Care
issn: 0300-4430
citation:        Outhwaite, Laura;    Fischer, Natalie Marie;    Jusek, Anna;    Van Herwegen, Jo;      (2025)    Understanding the role of parental self-efficacy for supporting children’s early learning in the home mathematics environment.                   Early Child Development and Care        10.1080/03004430.2025.2474668 <https://doi.org/10.1080/03004430.2025.2474668>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10205680/1/Outhwaite_Understanding%20the%20role%20of%20parental%20self-efficacy%20for%20supporting%20children%20s%20early%20learning%20in%20the%20home%20mathematics%20environment.pdf