2026-09-20T20:52:21Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/114039 2023-07-11 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

Pomerantz, Eva M Pomerantz, Eva M Cohen, Joseph R Hyde, Daniel C McElwain, Nancy L Rudolph, Karen C 2022-04-29T21:58:13Z 2024-04-29T21:58:46Z 2021-12 Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-12-01 The student, Dajung Oh, accepted the attached license on 2021-08-08 at 19:37. The student, Dajung Oh, submitted this Dissertation for approval on 2021-08-08 at 19:41. This Dissertation was approved for publication on 2021-08-09 at 09:57. DSpace SAF Submission Ingestion Package generated from Vireo submission #17106 on 2022-04-29 at 16:08:50 Made available in DSpace on 2022-04-29T21:58:13Z (GMT). No. of bitstreams: 2 OH-DISSERTATION-2021.pdf: 1103591 bytes, checksum: ced26fadf4926ec9aa73dd196d2df094 (MD5) LICENSE.txt: 4205 bytes, checksum: 1f08f041867460554903814973f55b41 (MD5) Previous issue date: 2021-08-09 Embargo set by: Seth Robbins for item 123404 Lift date: 2024-04-29T21:58:46Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system Author requested closed access (OA after 2yrs) in Vireo ETD system Limited application/pdf en text The role of parents' math anxiety in their control and autonomy support in the math context Oh, Dajung Diana 2021-08-09 parenting math anxiety achievement 2022-04-29T21:58:13Z Although many adults suffer from math anxiety, relatively little is known about the role of parents’ math anxiety in the socialization process. Drawing from models of socialization in which both parents and children are influential, my dissertation examined how parents’ math anxiety and children’s achievement contribute to parents’ controlling and autonomy-supportive involvement in children’s math learning and the role of such involvement in children’s math anxiety and achievement over time. Parents (N = 554) of young elementary school children (Mage = 7.48; 50% girls) reported on their math anxiety as well as their controlling and autonomy- supportive involvement in children’s math learning; trained observers also coded such parenting. At this time and a year later, children’s math anxiety and achievement were assessed. Parents with higher math anxiety were more controlling and less autonomy supportive with children who had poorer math achievement. Controlling parenting predicted decrements in math achievement a year later among children who initially had poorer math achievement. The findings suggest that math-anxious parents are particularly sensitive to children’s difficulty with math and may use practices that further undermine the math achievement of children already struggling. text eng http://hdl.handle.net/2142/114039 Copyright 2021 Dajung Oh Psychology Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.