Relations between Math Achievement, Math Anxiety, and the Quality of Parent–Child Interactions While Solving Math Problems

In the current study, we used a multi-method approach to understand quality of math homework-helping interactions between parents and their children how parents’ children’s own achievement anxiety relate interaction. Forty Canadian (ages 10–12 years; grades 5 7) completed self-report measures general anxiety. Parents standardized assessments were then recorded as they engaged in simulated homework Coders assessed parent–child interaction during Parent–child dyads generally performed well on task. Nevertheless, task performance was correlated with interaction, high-quality associated high accuracy Furthermore, variability children, but not parents. Identifying elements that influence math-related situations is essential developing effective interventions scaffold learning attitudes.