The Development of Mathematical Performance From Kindergarten to Grade 1: The Role of Children's Mathematical Liking and Parents' Beliefs and Activities.
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 ski...
| Published in: | Infant & Child Development Vol. 34; no. 6; pp. 1 - 11 |
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| Main Authors: | , , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Nov/Dec2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190445750&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190445750 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15227227 BW5 jtl: Infant & Child Development issn: 15227227 maglogo: Y pubinfo: dt: Nov/Dec2025 vid: 34 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 190445750 190445750 190445750 10.1002/icd.70071 190445750 ppf: 1 ppct: 10 formats: tig: atl: The Development of Mathematical Performance From Kindergarten to Grade 1: The Role of Children's Mathematical Liking and Parents' Beliefs and Activities. aug: au: Silinskas, Gintautas Bourque, Taeko Susperreguy, María Inés LeFevre, Jo‐Anne Raižienė, Saulė affil: Turku Research Institute for Learning Analytics (TRILA), University of Turku, Turku, Finland sug: subj: Mathematics Task Performance and Analysis Evaluation Parental Attitudes Attitude Evaluation Human Activities Human Lithuania Transitional Programs Schools Child Adult Middle Age Teaching Chi Square Test Descriptive Statistics Maximum Likelihood Data Analysis Software Models, Statistical Parenting Sex Factors Male Female Parents Education Funding Source Child: 6-12 years Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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