The Effects of Parental Attitudes and Classroom Climate on Children's Self-Concept of Mathematics Ability

The impact of parental attitudes and classroom climate on children's self-concept of their mathematics ability was compared in a sample of 30 fourth- and fifth-grade mathematics classes. To measure climate, classrooms were ordered on the basis of teacher questionnaire data from less to more differentiated (called uni- and multidimensional) on seven variables: task organization, social organization, evaluation practice, grouping practice, extra-curricular organization, achievement bias, and size-of-group focus. Parental attitude variables included parents' perceptions of children's mathematics ability, math difficulty for their child and effort needed for their child to do well in math. Children's self-concept was measured with both the Parsons ability self-concept measure and an adaptation of the Harter perceived cognitive competency subscale.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Thomas, Nancy Glorian

• Education, Mathematics
• Psychology, Developmental

Identifier

(UMI)AAI8610986

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69671