Examining the Relationship between Parenting Styles and Parental Math Involvement: The Role of Parental Math Beliefs

Basit Öğe Kaydı
dc.contributor.authorKarakus Ozkan, Hilal
dc.date.accessioned2026-04-25T14:19:47Z
dc.date.available2026-04-25T14:19:47Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractAlthough some studies have investigated the mechanisms connecting parenting styles to parental math involvement in older age groups, no research has specifically examined this relationship during early childhood (ages of 36-71 months). This study examined the relationships between parenting styles, parental math beliefs, and parental math involvement. A cross-sectional quantitative study design tested a mediation model, hypothesizing that parenting styles indirectly influence parental math involvement through parental math beliefs. Participants included 746 parents from various cities across T & uuml;rkiye. Validated scales, including the Parental Attitude Scale, and the Early Math Questionnaire were used to measure parenting styles, parental math beliefs, and parental math involvement. The results revealed that parental math involvement was positively associated with authoritative parenting styles but negatively associated with authoritarian styles. Parental math beliefs mediated the relationship between authoritative parenting styles and math involvement; however, this mediation effect was not observed for authoritarian styles. This mediation held after controlling for children's age, parents' education, and math storybook presence. Additionally, children's age was positively associated with parental math involvement, whereas parents' education levels and the presence of a math storybook at home were negatively associated. These findings suggest that promoting authoritative parenting styles and enhancing parental math beliefs can positively influence parental math involvement. This highlights the importance of educational programs designed to improve both parenting practices and math-related beliefs. Specifically, such programs should encourage parenting practices that combine emotional warmth and minimal rejection with strong parental math beliefs, thereby fostering more effective involvement in children's math learning.
dc.identifier.doi10.1007/s10643-025-02060-0
dc.identifier.issn1082-3301
dc.identifier.issn1573-1707
dc.identifier.orcid0000-0002-1439-9468
dc.identifier.scopus2-s2.0-105021813713
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1007/s10643-025-02060-0
dc.identifier.urihttps://hdl.handle.net/11486/8192
dc.identifier.wosWOS:001614416400001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorKarakus Ozkan, Hilal
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEarly Childhood Education Journal
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260420
dc.subjectAuthoritative parenting style
dc.subjectAuthoritarian parenting style
dc.subjectParental math beliefs
dc.subjectParental math involvement
dc.subjectMediating role
dc.subjectQuantitative study
dc.subjectEarly childhood
dc.titleExamining the Relationship between Parenting Styles and Parental Math Involvement: The Role of Parental Math Beliefs
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu