{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/87193"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/87193","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Parental Differential Treatment With Math: Links to Adolescent Girls' Math Achievement Beliefs","abstract":"This cross-sectional study examined how parental differential treatment (PDT) in the academic context, particularly for gender-stereotyped domains of math and English relates to adolescent girls' achievement beliefs in these subjects. Participants included 124 female adolescents (mean age = 12 years), their siblings (mean age difference = 2.35 years) and parents, with individual surveys completed by each participant. Findings indicated that fathers' ability stereotypes are positively linked to their differential intrusive support with math. However, girls' achievement beliefs, particularly in math, are linked to mothers' differential intrusive support. Specifically, more intrusive support towards adolescent girls is linked to girls reporting lower ability perceptions, task-value and intrinsic value in math. Additionally, adolescent girls with younger siblings report lower intrinsic value for math when mothers engage in differential intrusive support towards target females. This occurred even after controlling for mothers' perceptions of adolescent girls' math ability. With respect to English, mothers' differential intrusive support relates only to girls' task-value beliefs. Findings reinforce the importance of parents' behaviors in stereotypic male domains, and how adolescent girls may be particularly sensitive to those behaviors within the family context.","abstract_html":"This cross-sectional study examined how parental differential treatment (PDT) in the academic context, particularly for gender-stereotyped domains of math and English relates to adolescent girls' achievement beliefs in these subjects. Participants included 124 female adolescents (mean age = 12 years), their siblings (mean age difference = 2.35 years) and parents, with individual surveys completed by each participant. Findings indicated that fathers' ability stereotypes are positively linked to their differential intrusive support with math. However, girls' achievement beliefs, particularly in math, are linked to mothers' differential intrusive support. Specifically, more intrusive support towards adolescent girls is linked to girls reporting lower ability perceptions, task-value and intrinsic value in math. Additionally, adolescent girls with younger siblings report lower intrinsic value for math when mothers engage in differential intrusive support towards target females. This occurred even after controlling for mothers' perceptions of adolescent girls' math ability. With respect to English, mothers' differential intrusive support relates only to girls' task-value beliefs. Findings reinforce the importance of parents' behaviors in stereotypic male domains, and how adolescent girls may be particularly sensitive to those behaviors within the family context.","abstract_has_math":false,"creators":["Bhanot, Ruchi Tirumala"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Human and Community Development","degree_department":null,"school":null,"contributors":["Jasna Jovanovic"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T15:39:51Z","date_published":"2015-09-28T15:39:51Z","updated_at":"2026-07-22T22:26:28Z","subjects":["Education, Mathematics"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3269840"],"render_values":[{"text":"(MiAaPQ)AAI3269840","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/87193","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jasna Jovanovic"]},{"key":"dc:creator","label":"Author","values":["Bhanot, Ruchi Tirumala"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T15:39:51Z","10000-01-01","2007"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human and Community Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/87193","(MiAaPQ)AAI3269840"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This cross-sectional study examined how parental differential treatment (PDT) in the academic context, particularly for gender-stereotyped domains of math and English relates to adolescent girls' achievement beliefs in these subjects. Participants included 124 female adolescents (mean age = 12 years), their siblings (mean age difference = 2.35 years) and parents, with individual surveys completed by each participant. Findings indicated that fathers' ability stereotypes are positively linked to their differential intrusive support with math. However, girls' achievement beliefs, particularly in math, are linked to mothers' differential intrusive support. Specifically, more intrusive support towards adolescent girls is linked to girls reporting lower ability perceptions, task-value and intrinsic value in math. Additionally, adolescent girls with younger siblings report lower intrinsic value for math when mothers engage in differential intrusive support towards target females. This occurred even after controlling for mothers' perceptions of adolescent girls' math ability. With respect to English, mothers' differential intrusive support relates only to girls' task-value beliefs. Findings reinforce the importance of parents' behaviors in stereotypic male domains, and how adolescent girls may be particularly sensitive to those behaviors within the family context.","Made available in DSpace on 2015-09-28T15:39:51Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3269840.pdf: 2899365 bytes, checksum: 7b54ccaf4170c91021a5b3e62b3694fe (MD5) Previous issue date: 2007","Embargo set by: Seth Robbins for item 88474 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","110 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007."]},{"key":"dc:title","label":"Title","values":["Parental Differential Treatment With Math: Links to Adolescent Girls' Math Achievement Beliefs"]}]}],"canonical_facts":{"dc:contributor":["Jasna Jovanovic"],"dc:creator":["Bhanot, Ruchi Tirumala"],"dc:date":["2015-09-28T15:39:51Z","10000-01-01","2007"],"dc:description":["This cross-sectional study examined how parental differential treatment (PDT) in the academic context, particularly for gender-stereotyped domains of math and English relates to adolescent girls' achievement beliefs in these subjects. Participants included 124 female adolescents (mean age = 12 years), their siblings (mean age difference = 2.35 years) and parents, with individual surveys completed by each participant. Findings indicated that fathers' ability stereotypes are positively linked to their differential intrusive support with math. However, girls' achievement beliefs, particularly in math, are linked to mothers' differential intrusive support. Specifically, more intrusive support towards adolescent girls is linked to girls reporting lower ability perceptions, task-value and intrinsic value in math. Additionally, adolescent girls with younger siblings report lower intrinsic value for math when mothers engage in differential intrusive support towards target females. This occurred even after controlling for mothers' perceptions of adolescent girls' math ability. With respect to English, mothers' differential intrusive support relates only to girls' task-value beliefs. Findings reinforce the importance of parents' behaviors in stereotypic male domains, and how adolescent girls may be particularly sensitive to those behaviors within the family context.","Made available in DSpace on 2015-09-28T15:39:51Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3269840.pdf: 2899365 bytes, checksum: 7b54ccaf4170c91021a5b3e62b3694fe (MD5) Previous issue date: 2007","Embargo set by: Seth Robbins for item 88474 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","110 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007."],"dc:identifier":["http://hdl.handle.net/2142/87193","(MiAaPQ)AAI3269840"],"dc:language":["eng"],"dc:subject":["Education, Mathematics"],"dc:title":["Parental Differential Treatment With Math: Links to Adolescent Girls' Math Achievement Beliefs"],"dc:type":["text"],"thesis:degree_discipline":["Human and Community Development"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:28Z"}