Maternal judgments of child numeracy and reading ability predict gains in academic achievement and interest
Journal article
Parker, Philip David, Sanders, Taren Grant, Anders, Jake, Parker, Rhiannon B. and Duineveld, Jasper. (2021). Maternal judgments of child numeracy and reading ability predict gains in academic achievement and interest. Child Development. 92(5), pp. 2020-2034. https://doi.org/10.1111/cdev.13573
Authors | Parker, Philip David, Sanders, Taren Grant, Anders, Jake, Parker, Rhiannon B. and Duineveld, Jasper |
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Abstract | In a representative longitudinal sample of 2,602 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 article 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 judgments 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. |
Year | 2021 |
Journal | Child Development |
Journal citation | 92 (5), pp. 2020-2034 |
Publisher | Blackwell Publishing Inc. |
ISSN | 0009-3920 |
Digital Object Identifier (DOI) | https://doi.org/10.1111/cdev.13573 |
PubMed ID | 33991104 |
Research or scholarly | Research |
Page range | 2020-2034 |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 15 May 2021 |
Publication process dates | |
Deposited | 11 Nov 2021 |
https://acuresearchbank.acu.edu.au/item/8x071/maternal-judgments-of-child-numeracy-and-reading-ability-predict-gains-in-academic-achievement-and-interest
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