| Sumario: | The transition from kindergarten to formal schooling is an important period for examining children's developing mathematical performance. We studied reciprocal associations among children's mathematical performance, parent factors (i.e., numeracy activities, beliefs about children's mathematical skills), and child factors (i.e., mathematics liking). Lithuanian children (N = 341; 180 girls) and their parents participated at three time points: end of kindergarten (T1; Mage = 6.87 years), beginning of Grade 1 (T2), and end of Grade 1 (T3). Reciprocal cross‐lagged associations between parent‐ and child‐related factors showed that children's mathematical performance positively predicted parental beliefs [βT1–T2 = 0.247, βT2–T3 = 0.280] and negatively predicted numeracy activities [βT1–T2 = −0.227, βT2–T3 = −0.110] during the transition from kindergarten to Grade 1, and during Grade 1. Children's mathematical performance positively predicted their mathematics liking at the end of Grade 1 (βT2–T3 = 0.138). The results emphasise the role of children's mathematical performance in shaping parents' involvement and beliefs about children's mathematical learning and their children's mathematics liking. Summary: We examined patterns of relations among children's mathematics and parents' involvement in their learning during the transition from kindergarten to formal education.Reciprocal cross‐lagged associations between parent‐ and child‐related factors showed that children's mathematical performance predicted parent‐related factors during this transition period.Results emphasize the role of children's mathematical performance in shaping parents' involvement and beliefs about children's mathematical learning and liking.
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