ArticleBehavioral sciences (Basel, Switzerland)2026
The Impact of Parental Mathematical Education Anxiety and Positive Suggestion Intervention on Children's Mathematics Achievement.
Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Parental educational anxiety poses a significant risk to children's academic development. This two-stage study first establishes Parental Mathematics Education Anxiety (PMEA) as a unique construct and then examines the complex effects of a positive suggestion intervention. Study 1, a questionnaire-based investigation, revealed that PMEA is a significant and independent negative predictor of children's mathematics achievement, distinct from parents' general state anxiety or their own mathematics anxiety. It also identified socioeconomic factors, such as family income and parental education, as key drivers of PMEA. Study 2 employed an experimental design to test an intervention, revealing that the effectiveness of positive suggestions is not universal but is significantly moderated by the three-way interaction of PMEA level, child type (with/without math learning difficulties), and suggestion frequency. Notably, for non-math-difficult children, frequent positive suggestions from high-anxiety parents were found to be potentially detrimental (a "backfire effect"), whereas for math-difficult children in high-anxiety homes, a higher frequency of suggestion was necessary to yield benefits. These findings deepen the understanding of PMEA's mechanisms and underscore the necessity of moving beyond one-size-fits-all approaches toward differentiated, context-aware intervention strategies in family education.
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