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.
(In press).
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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.
| Type: | Article |
|---|---|
| Title: | Understanding the role of parental self-efficacy for supporting children’s early learning in the home mathematics environment |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03004430.2025.2474668 |
| Publisher version: | https://doi.org/10.1080/03004430.2025.2474668 |
| Language: | English |
| Additional information: | © 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. |
| Keywords: | Mathematical development, home mathematics environment, parental self-efficacy, early years, informal maths activities |
| 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/10205680 |
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