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Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest

Parker, P; Sanders, T; Anders, J; Duineveld, J; Parker, R; (2021) Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest. Child Development , 92 (5) pp. 2020-2034. 10.1111/cdev.13573. Green open access

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Abstract

In a representative longitudinal sample of 2602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this paper examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced achievement and interest gains. We linked survey data to administrative data of national standardized tests in Year 3, 5, and 7 and found that maternal judgments followed gender stereotype patterns, favoring girls in reading and boys in numeracy. Maternal judgements were more positive for children from non-English speaking backgrounds. Maternal judgments predicted gains in children’s achievement (consistently) and academic interest (generally) including during the transition to high school.

Type: Article
Title: Maternal Judgments of Child Numeracy and Reading Ability Predict Gains in Academic Achievement and Interest
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/cdev.13573
Publisher version: https://doi.org/10.1111/cdev.13573
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
URI: https://discovery.ucl.ac.uk/id/eprint/10125704
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