| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 365108 | Learning and Individual Differences | 2013 | 7 Pages |
The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year regarding their interests and mastery orientation (Time 1 and Time 2). Mothers filled in a diary and questionnaire measuring maternal support, also on two occasions (Time 1 and Time 2). Children's school performance in reading and math was tested at the beginning of the first grade (Time 1). The results showed that, after controlling for the autoregressor and level of performance, all of the maternal support variables predicted children's subsequent interest in mathematics but not in reading. Children's mastery orientation, in turn, was only predicted by mothers' support for autonomy.
► Maternal support for child's autonomy predicts child's interest in math. ► Maternal support for child's competence by high expectations predicts child's interest in math. ► Maternal support for child's relatedness predicts child's interest in math. ► Children's mastery-orientation is predicted by mothers' support for autonomy. ► Maternal support does not predict children's interest in reading.
