This study investigated for the first time the relations between parents' math-gender stereotypes, parents' evaluations of children's math ability, children's math ability self-perception, and children's appraisal of parents' evaluations, addressing 253 Italian children as young as 6 years of age, their mothers, fathers, and teachers. Novel results revealed the specific role of mothers' math-gender stereotypes in relation to daughters, but not sons: Mothers' math-gender stereotypes predicted girls' math self-perception which, in turn, predicted girls' appraisal of both mothers' and fathers' evaluations of their ability. Importantly, children's appraisal of parents' evaluations was related more strongly with their own self-perception of ability than to parents' actual evaluations, thus supporting the projected appraisal versus the reflected appraisal model of the development of self-perception.
Tomasetto, C., Mirisola, A., Galdi, S., Cadinu, M. (2015). Parents' math-gender stereotypes, children's self-perception of ability, and children's appraisal of parents' evaluations in 6-year-olds. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 42, 186-198 [10.1016/j.cedpsych.2015.06.007].
Parents' math-gender stereotypes, children's self-perception of ability, and children's appraisal of parents' evaluations in 6-year-olds
TOMASETTO, CARLO;
2015
Abstract
This study investigated for the first time the relations between parents' math-gender stereotypes, parents' evaluations of children's math ability, children's math ability self-perception, and children's appraisal of parents' evaluations, addressing 253 Italian children as young as 6 years of age, their mothers, fathers, and teachers. Novel results revealed the specific role of mothers' math-gender stereotypes in relation to daughters, but not sons: Mothers' math-gender stereotypes predicted girls' math self-perception which, in turn, predicted girls' appraisal of both mothers' and fathers' evaluations of their ability. Importantly, children's appraisal of parents' evaluations was related more strongly with their own self-perception of ability than to parents' actual evaluations, thus supporting the projected appraisal versus the reflected appraisal model of the development of self-perception.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
