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Maternal judgments of child numeracy and reading ability predict gains in academic achievement and interest
Parker, Philip David Sanders, Taren Grant Anders, Jake Parker, Rhiannon B. Duineveld, Jasper
Parker, Philip David
Sanders, Taren Grant
Anders, Jake
Parker, Rhiannon B.
Duineveld, Jasper
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.
Keywords
Date
2021
Type
Journal article
Journal
Book
Volume
92
Issue
5
Page Range
2020-2034
Article Number
ACU Department
Faculty of Education and Arts
Institute for Positive Psychology and Education
Institute for Positive Psychology and Education
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled