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Some studies also refer to parents when considering children’s main caregivers, who may also be grandparents, nannies, etc. It is important to highlight that the majority of studies investigating children and parents jointly have drawn conclusions based on data obtained through one parent, usually the mother. It would be interesting to check for the level of mathematics anxiety of the other parent, as this might influence the findings. However, only one of the parents was included in this study. This transmission across generations turned out to be particularly striking within gender groups, especially between mothers and daughters. These researchers asked teenagers as well as one of their parents to fill in a short questionnaire for mathematics anxiety and found an intergenerational association. (2015) investigated the direct association between children and parents in terms of mathematics anxiety. Notwithstanding this indirect link, the direct association between children’s and parents’ mathematics anxiety was not investigated in that study. Presumably, these increased opportunities for parents to model their own fear and dislike for mathematics are transferred to the children, as well as their excessive perfectionist and/or anxiety-provoking approaches that might extend their fear of failure to their children. (2015) found that high mathematics anxiety in parents was only associated with high mathematics anxiety in their children if the parents also had high involvement in their children’s mathematics homework. This appears, however, to be moderated by the extent to which parents are actually involved in their children’s mathematics learning.įor example, Maloney et al. Some studies suggest that parental attitudes to mathematics may be associated with children’s performance in, and attitudes to, mathematics ( Gunderson et al., 2012 Casad et al., 2015 Maloney et al., 2015). To date, however, it is still unclear how parental attitudes toward mathematics relate to children’s performance in, and attitudes to, mathematics and whether gender differences may play a role in such relationships. It is generally considered that parents have an important influence on children’s behavior, attitudes, performance, etc., and that this influence is shown in various domains of children’s lives. Current intergenerational data suggest a complex familial basis of mathematics anxiety and indicate that the investigation of parental levels of education and mathematics anxiety contributes to the understanding of individual differences in children’s arithmetic performance. Interestingly, mathematics anxiety as well as educational level of both biological parents was associated, suggesting that mathematics anxiety results from a complex entanglement of nature and nurture. Regression analyses revealed that the significance level of mothers’ mathematics anxiety became borderline when considering mathematics anxiety and educational level of both parents simultaneously.
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Analyses of our intergenerational data revealed that children’s mathematics anxiety was significantly associated with their mothers’ mathematics anxiety and both their mothers’ and fathers’ educational level. Interestingly, these gender differences were not found in actual arithmetical performance. Gender differences occurred in each generation: females were more anxious than males about mathematics. We found a significant negative association between sixth graders’ arithmetical performance and their mathematics anxiety. This family dataset ( n = 516) allowed us to not only replicate previous findings per generation but also, importantly, explore intergenerational correlations. This study investigated mathematics anxiety from an intergenerational perspective, by investigating data on 172 primary-school children and both their biological parents.