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Gender differences in effects of father/mother parenting on mathematics achievement growth: a bioecological model of human development

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Abstract

This study aims to investigate gender differences in effective parenting strategies for adolescent mathematics achievement growth, taking into account socioeconomic status (SES), based on a bioecological model. Latent growth curve modeling examines longitudinal data (n = 4163) from the Taiwan Education Panel Survey. The analysis reveals that girls’ performance fits to a quadratic development model; boys’ performance better fits to a linear model. At early adolescence, mothers’ monitoring is the only common effective parenting strategy for both genders. At later adolescence, fathers need to monitor boys but to play a peripheral role (e.g., school participation and rescued discussion)for girls; mothers play direct roles (e.g., listening and persuasion) for boys, but a rational or light-minded role (e.g., discussion and letting-conflict-go) for girls. SES matters mostly in early adolescence. The findings generally support the bioecological model in terms of differential model fit and effective parenting strategies between genders.

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Funding

This work was supported by the Ministry of Science and Technology, Taiwan (MOST 109-2511-H-004-001).

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  1. Department of Education, National Chengchi University, 64, Zhinan Rd. Sec. 2, Taipei, 11605, Taiwan, Republic of China

    Mei-Shiu Chiu

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  1. Mei-Shiu Chiu
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Correspondence to Mei-Shiu Chiu.

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Mei-Shiu Chiu, PhD Professor, Department of Education National Chengchi University 64, Zhinan Rd. Sec. 2 Taipei 11605, Taiwan ROC E-mail: chium@nccu.edu.tw; meishiuchiu@gmail.com

Current themes of research

Mei-Shiu Chiu’s research interests focus on the design, implementation, and effectiveness evaluation of learning, teaching, and assessment in a variety of areas of knowledge (e.g., mathematics, science, and energy); interactions between emotions, cognition, and culture; and multiple research methods and data analysis methods (including educational and data science methods). She has developed several research-based educational theories, relevant assessment tools, as well as school and teacher development courses for educational and research practices.

Most relevant publications in the field of Psychology of Education

Chiu, M.-S. (2009). Approaches to the teaching of creative and non-creative mathematical problems. International Journal of Science and Mathematics Education, 7, 55–79.

Chiu, M.-S. (2016a). The challenge of learning physics before mathematics: a case study of curriculum change in Taiwan. Research in Science Education, 46, 767–786.

Chiu, M.-S. (2016b). Using demographics to predict mathematics achievement development and academic ability and job income expectations. Open Journal of Social Sciences, 4, 103–107.

Chiu, M.-S. (2018). Effects of early numeracy activities on mathematics achievement and affect: parental value and child gender conditions and socioeconomic status mediation. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), em1634.

Chiu, M.-S. (2019 online first). An ecological approach to adolescent mathematics ability development: differences in demographics, parenting, mathematics teaching, and student behaviors and emotions. Educational Studies. https://doi.org/10.1080/03055698.2019.1672522

Chiu, M.-S., & Whitebread, D. (2011). Taiwanese teachers’ implementation of a new ‘constructivist mathematics curriculum’: how cognitive and affective issues are addressed. International Journal of Educational Development, 31, 196–206.

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Appendix

Appendix

Fig. 4
figure 4

The exploratory operational models

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Table 4 Fit index values for the examined models for all students
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Table 5 Path coefficients of gender on the four models in Fig. 4 (and Table 4)
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Chiu, MS. Gender differences in effects of father/mother parenting on mathematics achievement growth: a bioecological model of human development. Eur J Psychol Educ 36, 827–844 (2021). https://doi.org/10.1007/s10212-020-00506-0

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