The Mediating Role of Self-Regulation in the Relationship between Parenting Behaviors and Early Mathematical Development in Peruvian Preschool Children
Keywords:
Downloads
Abstract
A significant way to contribute in the analysis of deficiencies in school performance, a known issue particularly in mathematics, is by delving into children’s development of informal mathematics during their early childhood, and thus have better elements to intervene in a more timely, effective manner. From this point of view, this study analyzes how the relationship between parenting behavior and early mathematics can be mediated by the development of self-regulation in children. The sample of the study is made of 85 students, between 5 and 6 years old, who are in their last year of preschool in two public schools in Lima. The instruments used are the Spanish translations of the Test of Early Mathematics Ability - 3, Head-Toes-Knees-Shoulders task and Parent Behavior Inventory. The main results show that self-regulation in children and their caregivers’ parenting behavior are significant predicting variables in early mathematical development. Specifically, the findings suggest that self-regulation in children can significantly mediate the relationship between the dimension of support/engagement in parenting behavior and the development of early mathematics in children during preschool.
Downloads
References
Baroody, A. J. (2000). El pensamiento matemático de los niños. Un marco evolutivo para maestros de preescolar, ciclo inicial y educación especial (4th edition). Visor.
Google Scholar CrossrefBaumrind, D. (1970). Socialization and instrumental competence in young children. Young Children, 26(2), 104-119.
Google Scholar CrossrefBenson, J. B., & Haith, M. M. (Eds.). (2010). Social and emotional development in infancy and early childhood. Academic Press.
Google Scholar CrossrefBlair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. https://doi.org/10.1146/annurev-psych-010814-015221
Google Scholar CrossrefBronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742. https://doi.org/10.1037/0012-1649.22.6.723
Google Scholar CrossrefCerda, G., & Pérez, C. (2015). Predictibilidad de las competencias matemáticas tempranas, predisposición desfavorable hacia la matemática, inteligencia lógica y factores de la convivencia escolar en el rendimiento académico en matemáticas. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 52(2), 189-202. http://dx.doi.org/10.7764/PEL.52.2.2015.11
Google Scholar CrossrefClark, C. A., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2013). Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. Child Development, 84(2), 662-677. https://doi.org/10.1111/j.1467-8624.2012.01854.x
Google Scholar CrossrefCuervo, A. (2010). Pautas de crianza y desarrollo socioafectivo en la infancia. Diversitas: Perspectivas en psicología, 6(1), 111-121. https://doi.org/10.15332/s1794-9998.2010.0001.08
Google Scholar CrossrefCueto, S., Miranda, A., León, J., & Vásquez, M. C. (2016). Education trajectories: From early childhood to early adulthood in Peru. Young Lives.
Google Scholar CrossrefDuncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428
Google Scholar CrossrefGawrilow, C., Fäsche, A., Guderjahn, L., Gunzenhauser, C., Merkt, J., & von Suchodoletz, A. (2014). The impact of self-regulation on preschool mathematical achievement. Child Indicators Research, 7(4), 805-820. https://doi.org/10.1007/s12187-013-9201-y
Google Scholar CrossrefGinsburg, H. P., & Baroody, A. J. (2003). Test of Early Mathematics Ability (3rd edition). Pro-Ed.
Google Scholar CrossrefGinsburg, H. P., & Baroody, A. J. (2007). Tema-3: Test de Competencia Matemática Básica. TEA Ediciones.
Google Scholar CrossrefGinsburg, H. P., Klein, A., & Starkey, P. (1998). The Development of Children's Mathematical Thinking: Connecting Research with Practice. In W. Damon, I. E. Sigel, & K. A. Renninger (Eds.), Handbook of child psychology: Child psychology in practice (p. 401–476). John Wiley & Sons Inc.
Google Scholar CrossrefGinsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, 22(1), 3-22. https://doi.org/10.1002/j.2379-3988.2008.tb00054.x
Google Scholar CrossrefGuerrero, B., & Alva, E. A. (2015). Conductas parentales: efectos del tipo de interacción y edad de los infantes. Revista de Psicología, 24(2), 1-16. https://doi.org/10.5354/0719-0581.2015.38172
Google Scholar CrossrefHayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd edition). Guilford.
Google Scholar CrossrefJaramillo, J. M., Rendón, M. I., Muñoz, L., Weis, M., & Trommsdorff, G. (2017). Children’s self-regulation in cultural contexts: The role of parental socialization theories, goals, and practices. Frontiers in Psychology, 8, 1-9. https://doi.org/10.3389/fpsyg.2017.00923
Google Scholar CrossrefKerr, D. C., Lopez, N. L., Olson, S. L., & Sameroff, A. J. (2004). Parental discipline and externalizing behavior problems in early childhood: The roles of moral regulation and child gender. Journal of Abnormal Child Psychology, 32(4), 369-383. https://doi.org/10.1023/B:JACP.0000030291.72775.96
Google Scholar CrossrefKilday, C. R., & Kinzie, M. B. (2009). An analysis of instruments that measure the quality of mathematics teaching in early childhood. Early Childhood Education Journal, 36(4), 365-372. https://doi.org/10.1007/s10643-008-0286-8
Google Scholar CrossrefLiew, J. (2012). Effortful control, executive functions, and education: Bringing self‐regulatory and social‐emotional competencies to the table. Child Development Perspectives, 6(2), 105–111. https://doi.org/10.1111/j.1750-8606.2011.00196.x
Google Scholar CrossrefLobo, F. M., & Lunkenheimer, E. (2020). Understanding the parent-child coregulation patterns shaping child self-regulation. Developmental Psychology, 56(6), 1121–1134. https://doi.org/10.1037/dev0000926
Google Scholar CrossrefLovejoy, M. C., Weis, R., O'Hare, E., & Rubin, E. C. (1999). Development and initial validation of the Parent Behavior Inventory. Psychological Assessment, 11(4), 534–545. https://doi.org/10.1037/1040-3590.11.4.534
Google Scholar CrossrefMcClelland, M., Acock, A., Piccinin, A., Rhea, S., & Stallings, M. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324. https://doi.org/10.1016/j.ecresq.2012.07.008
Google Scholar CrossrefMcClelland, M. M., & Cameron, C. E. (2012). Self‐regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child development perspectives, 6(2), 136-142. https://doi.org/10.1111/j.1750-8606.2011.00191.x
Google Scholar CrossrefMcClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959. https://doi.org/10.1037/0012-1649.43.4.947
Google Scholar CrossrefMcClelland, M. M., Geldhof, G. J., Cameron, C. E., & Wanless, S. B. (2015). Development and self-regulation. In W. F. Overton, P. C. M. Molenaar & R. M. Lerner (Eds.), Handbook of Child Psychology and Developmental Science (7th edition, pp. 525-565). Wiley. https://doi.org/10.1002/9781118963418.childpsy114
Google Scholar CrossrefMcClelland M. M., Geldhof, J., Morrison, F., Gestsdóttir, S., Cameron, C., Bowers, E., Duckworth, A., Little, T., & Grammer, J. (2018) Self-Regulation. In N. Halfon, C. Forrest, R. Lerner, & E. Faustman (Eds.), Handbook of life course health development (pp. 275-298). Springer. https://doi.org/10.1007/978-3-319-47143-3_12
Google Scholar CrossrefMcClelland, M., & Tominey, S. (2016). Stop, think, act: Integrating self-regulation in the early childhood classroom. Routledge.
Google Scholar CrossrefMerino, C., Díaz, M., & DeRoma, V. (2004). Validación del Inventario de Conductas Parentales: Un análisis factorial confirmatorio. Persona, 7, 145-162. https://doi.org/10.26439/persona2004.n007.892
Google Scholar CrossrefMillones, D. L. M., Ghesquière, P., & Van Leeuwen, K. (2014). Evaluation of a Parental Behavior Scale in a Peruvian context. Journal of Child and Family Studies, 23(5), 885–894. https://doi.org/10.1007/s10826-013-9744-z
Google Scholar CrossrefMoffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
Google Scholar CrossrefMontroy, J. J., Bowles, R. P., Skibbe, L. E., & Foster, T. D. (2014). Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement. Early Childhood Research Quarterly, 29(3), 298–309. https://doi.org/10.1016/j.ecresq.2014.03.002
Google Scholar CrossrefMontroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016). The development of self-regulation across early childhood. Developmental Psychology, 52(11), 1744–1762. https://doi.org/10.1037/dev0000159
Google Scholar CrossrefNational Council of Teachers of Mathematics (Ed.). (2000). Principles and standards for school mathematics (Vol. 1). National Council of Teachers of Mathematics.
Google Scholar CrossrefNozadi, S. S., Spinrad, T. L., Eisenberg, N., & Eggum-Wilkens, N. D. (2015). Associations of anger and fear to later self-regulation and problem behavior symptoms. Journal of Applied Developmental Psychology, 38, 60–69. https://doi.org/10.1016/j.appdev.2015.04.005
Google Scholar CrossrefOrganization for Economic Co-operation and Development. (2016). PISA 2015 Results. Excellence and Equity in Education (Vol. I). Author.
Google Scholar CrossrefPalomeque, Y., & Ruiz, G. (2013). Estilos cognitivos de estudiantes de básica primaria y su relación con los estilos parentales. Plumilla Educativa, 11, 271-292. https://doi.org/10.30554/plumillaedu.11.357.2013
Google Scholar CrossrefPeruvian Ministry of Education (2020). ¿Qué aprendizajes logran nuestros estudiantes? – Reporte nacional de resultados 2019. http://umc.minedu.gob.pe/wp-content/uploads/2020/06/Reporte-Nacional-2019.pdf
Google Scholar CrossrefPino-Pasternak, D., & Whitebread, D. (2010). The role of parenting in children's self-regulated learning. Educational Research Review, 5(3), 220-242. https://doi.org/10.1016/j.edurev.2010.07.001
Google Scholar CrossrefPurpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105(2), 453–464. https://doi.org/10.1037/a0031753
Google Scholar CrossrefReséndiz, P. S.-C., & Romero, M. D. (2007). Relaciones entre creencias y prácticas de crianza de padres con niños pequeños [Relationships between parenting beliefs and practices of parents with young children]. Anales de Psicología, 23(2), 177–184. https://www.redalyc.org/articulo.oa?id=16723201
Google Scholar CrossrefRodríguez, M., Del Barrio, M., & Carrasco, M. (2009). ¿Cómo perciben los hijos la crianza materna y paterna? Diferencias por edad y sexo. Escritos de Psicología, 2(2), 10-18. https://www.redalyc.org/articulo.oa?id=271020567002
Google Scholar CrossrefSánchez-Pérez, N., Fuentes, L. J., Pina, V., López-López, J. A., & González-Salinas, C. (2015). How do different components of Effortful Control contribute to children’s mathematics achievement? Frontiers in Psychology, 1383(6), 1-15. https://doi.org/10.3389/fpsyg.2015.01383
Google Scholar CrossrefStarkey, P., & Klein, A. (2008). Sociocultural influences on young children’s mathematical knowledge. In O. N. Saracho, & B. Spodek (Eds.), Contemporary Perspectives on Mathematics in Early Childhood Education (pp. 253-276). Information Age Publishing.
Google Scholar CrossrefStevenson, M., & Crnic, K. (2013). Intrusive fathering, children's self‐regulation and social skills: A mediation analysis. Journal of Intellectual Disability Research, 57(6), 500–512. https://doi.org/10.1111/j.1365-2788.2012.01549.x
Google Scholar CrossrefWatts, T. W., Duncan, G. J., Clements, D. H., & Sarama, J. (2018). What is the long-run impact of learning mathematics during preschool? Child Development, 89(2), 539-555. https://doi.org/10.1111/cdev.12713
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
Copyright (c) 2022 Martín Malaspina, Lupe Garcia Ampudia
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
