Akademik Veri Yönetim Sistemi
Investigations in Mathematics Learning, 2026 (Scopus)
In this study, we examine the direct and indirect associations of parental math anxiety with children’s math anxiety and math achievement using structural equation modeling. According to Bandura’s Social Cognitive Theory, children internalize their parents’ feelings and behaviors toward mathematics through observation and modeling processes, and this affective transfer is associated with their anxiety and achievement levels. The study involved 330 students from grades 5, 6, and 7 and their parents, selected from six schools representing different socioeconomic levels in the Eastern Anatolia Region of Turkey. We measured parental math anxiety using the Parental Math Anxiety Scale, student anxiety using the Math Anxiety Scale, and math achievement using scores. SEM analyses revealed that parental math anxiety did not directly relate to children’s math achievement; however, it indirectly related to achievement through its association with children’s math anxiety. Educational significance and implications: This study showed that parental math anxiety is indirectly associated with children’s math achievement through their math anxiety. Therefore, children of parents with math anxiety may experience math anxiety due to their interactions with their parents and may exhibit weaker math skills. These results indicate that math teachers should provide support to children of parents with math anxiety.