Structural Equation Modeling of the Effect of Parents’ Mathematics Self-Efficacy Beliefs and the Home Numeracy Environment on the Development of Early Primary Children’s Mathematical Abilities
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Jun 8, 2026
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Seham Muhji Almutairi
https://orcid.org/0000-0001-9282-3570
https://orcid.org/0000-0001-9282-3570
Abstract
The study aimed to examine the reciprocal influences between parental mathematical self-efficacy beliefs and the home numeracy environment, and to identify the direct effects of these two variables on children’s mathematical abilities and their mathematical self-esteem. The study also sought to develop an explanatory model based on structural equation modeling to analyze the complex relationships between these variables. The researcher used the descriptive approach, and a set of standardized scales was administered to a sample of 112 early primary male and female students enrolled in international schools, selected through purposive sampling. Additionally, 93 mothers participated, all of whom were proficient in English as a condition for participation. The findings revealed that parental mathematical self-efficacy beliefs and the home numeracy environment exerted significant positive direct effects on children’s mathematical self-esteem. The results further indicated direct effects of both variables on the development of children’s mathematical abilities and skills. Moreover, the home numeracy environment functioned as a mediating variable in the relationship between parental mathematical self-efficacy beliefs and children’s mathematical abilities, as well as in the relationship between parental mathematical self-efficacy beliefs and children’s mathematical self-concept. The study recommends increasing awareness of the importance of the home environment and parental attitudes in forming children’s mathematical development and their self-perceptions of competence. Additionally, it recommends the necessity of conducting future research to include broader educational stages and age groups to further verify the extent to which the home numeracy environment and parental self-efficacy beliefs influence children’s mathematical and cognitive abilities.
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Keywords
Home numeracy environmentSelf-efficacy beliefsSelf-esteemChildren’s mathematical skillsStructural equation modeling
References
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Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–376. https://doi.org/10.1037/0022-0663.92.2.367
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Harris, Y. R., & Almutairi, S. (2016). A commentary on parent–child cognitive learning interaction research: What have we learned from two decades of research? Frontiers in Psychology, 7, Article 1210. https://doi.org/10.3389/fpsyg.2016.01210
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Jeynes, W. H. (2005). A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement. Urban Education, 40(3), 237–269. https://doi.org/10.1177/0042085905274540
Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477. https://doi.org/10.1016/j.ecresq.2011.12.004
LeFevre, J.-A., Polyzoi, E., Skwarchuk, S.-L., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1), 55–70. https://doi.org/10.1080/09669761003693926
LeFevre, J.-A., Skwarchuk, S.-L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55–66. https://psycnet.apa.org/buy/2009-05252-004
Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: a predictor of preschoolers’ spatial transformation skill. Developmental psychology, 48(2), 530–542. https://doi.org/10.1037/a0025913
Maddāḥ, S., & Fatḥ Allāh, M. (2022). Al-takāmul bayna al-usrah wa-al-madrasah (in Arabic). Ḥiwār al-Thaqāfī, 232–254.
Martin, D. B. (2000). Mathematics success and failure among African American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Lawrence Erlbaum Associates Publishers.
Qallāf, N. K. (2021). Dawr al-alʻāb al-taʻlīmīyah (in Arabic). Majallat al-Baḥth fī al-Tarbiyah wa-ʻIlm al-Nafs, 36(2).
Sarama, J. & Clements, D. H. (2009). Early childhood mathematics education research. Routledge.
Schumacker, R. E. & Lomax, R. G. (2016). A beginner’s guide to SEM. Routledge.
Skwarchuk, S. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189–197. https://doi.org/10.1007/s10643-009-0340-1
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: the development of a home numeracy model. Journal of experimental child psychology, 121, 63–84. https://doi.org/10.1016/j.jecp.2013.11.006
Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Huang, H.-C., & Lewis, H. (2012). Parents’ beliefs about children’s math development and children’s participation in math activities. Child Development Research, Article 851657. https://doi.org/10.1155/2012/851657
Street, B. V. (2005). At Last: Recent Applications of New Literacy Studies in Educational Contexts. Research in the Teaching of English, 39(4), 417–423. http://www.jstor.org/stable/40171646
Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N., & LeFevre, J.-A. (2020). Expanding the home numeracy model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50 (Part 3), 16-28. https://doi.org/10.1016/j.ecresq.2018.06.010
Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children’s school-related development in the early years. Review of General Psychology, 8(3), 163–178. https://doi.org/10.1037/1089-2680.8.3.163
Tucker, C. M., & Herman, K. C. (2002). Using culturally sensitive theories and research to meet the academic needs of low-income African American children. American Psychologist, 57(10), 762–773. https://doi.org/10.1037/0003-066X.57.10.762
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Ullman, J. B. (2019). Structural equation modelling. In Tabachnick & Fidell (Eds.), Using multivariate statistics. Pearson.
ʻUthmān, ʻA. ʻA. (2020). Faʻālīyat al-dhāt wa-al-ṭumūḥ al-akādīmī (in Arabic). Al-Majallah al-Tarbawīyah, 78, 556-616. https://edusohag.journals.ekb.eg/article_109354_1623ababad9870c32b512f8ee35a47d6.pdf
Zippert, E. L., & Rittle-Johnson, B. (2020). The home math environment: More than numeracy. Early Childhood Research Quarterly, 50(Part 3), 4–15. https://doi.org/10.1016/j.ecresq.2018.07.009
Zippert, E. L., Douglas, A.-A., Smith, M. R., & Rittle-Johnson, B. (2020). Preschoolers’ broad mathematics experiences with parents during play. Journal of Experimental Child Psychology, 192, Article 104757. https://doi.org/10.1016/j.jecp.2019.104757
*********************************************************************************************
العربية
باساك، ريتوبارنا وغوش، أنجان. (2010). العلاقة بين مهنة ومستوى تعليم الوالدين والتحصيل الدراسي للطلاب وإحساسهم بالكفاءة الذاتية في الرياضيات. مجلة الدراسات التربوية والنفسية. 4(1)، 1–7. https://search.mandumah.com/Record/102082
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–––. (2010). Al-qiyās wa al-taqwīm fī al-ʻamalīyah al-tadrīsīyah (in Arabic). Dār al-Amal Amman, Jordan.
Bāsāk, R., & Ghūsh, A. (2010). Al-ʻalāqah bayna mihnat wa mustawá taʻlīm al-wālidayn wa taḥṣīl al-ṭullāb wa iḥsāsihim bi-al-kafāʼah al-dhātiyyah fī al-riyāḍiyyāt (in Arabic). Majallat al-Dirāsāt al-Tarbawīyah wa-al-Nafsīyah. 4(1), 1-7. https://search.mandumah.com/Record/102082
Benavides-Varela, S., Butterworth, B., Burgio, F., Arcara, G., Lucangeli, D., & Semenza, C. (2016). Numerical activities and information learned at home link to exact numeracy skills in 5–6-year-old children. Frontiers in Psychology, 7, Article 94. https://doi.org/10.3389/fpsyg.2016.00094
Blunch, N. (2008). Introduction to structural equation modelling using SPSS and AMOS. Sage.
Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models. Sage.
Byrne, B. M. (2016). Structural equation modeling with AMOS. Routledge.
Cheung, S. K., Dulay, K. M., & McBride, C. (2020). Parents’ characteristics, the home environment, and children’s numeracy skills: How are they related in low- to middle-income families in the Philippines? Journal of Experimental Child Psychology, 192, Article 104780. https://doi.org/10.1016/j.jecp.2019.104780
Christenson, S. L. (2004). The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students. School Psychology Review, 33(1), 83–104. https://psycnet.apa.org/record/2004-12934-008
Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., Pianta, R. C., & NICHD Early Child Care Research Network (2010). Family socioeconomic status and consistent environmental stimulation in early childhood. Child development, 81(3), 972–987. https://doi.org/10.1111/j.1467-8624.2010.01446.x
DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers’ mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319–341. https://doi.org/10.1080/10409289.2015.968239
Dehaene, S., Spelke, E., Pinel, P., Stanescu, R., & Tsivkin, S. (1999). Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science, 284(5416), 970–974. https://doi.org/10.1126/science.284.5416.970
Del Río, M. F., Strasser, K., Cvencek, D., Susperreguy, M. I., & Meltzoff, A. N. (2019). Chilean kindergarten children’s beliefs about mathematics: Family matters. Developmental Psychology, 55(4), 687–702. https://doi.org/10.1037/dev0000658
Elliott, L., & Bachman, H. J. (2018). How do parents foster young children’s math skills? Child Development Perspectives, 12(1), 16–21. https://doi.org/10.1111/cdep.12249
Elliott, L., Brahama, E. J., & Libertus, M. E. (2017). Understanding sources of individual variability in parents’ number talk with young children. Journal of Experimental Child Psychology, 159, 1–15. https://www.lrdc.pitt.edu/kitlab/publications/ElliottEtAl_2017_JECP.pdf
Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–376. https://doi.org/10.1037/0022-0663.92.2.367
Ghunaym, L. (2019). Fāʻilīyat barnāmaj fī mushārakat al-wālidayn (in Arabic). Al-ʻUlūm al-Tarbawīyah, 447–454.
Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge. Developmental science, 14(5), 1021–1032. https://doi.org/10.1111/j.1467-7687.2011.01050.x
Harris, Y. R., & Almutairi, S. (2016). A commentary on parent–child cognitive learning interaction research: What have we learned from two decades of research? Frontiers in Psychology, 7, Article 1210. https://doi.org/10.3389/fpsyg.2016.01210
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Jeynes, W. H. (2005). A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary School Student Academic Achievement. Urban Education, 40(3), 237–269. https://doi.org/10.1177/0042085905274540
Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471–477. https://doi.org/10.1016/j.ecresq.2011.12.004
LeFevre, J.-A., Polyzoi, E., Skwarchuk, S.-L., Fast, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1), 55–70. https://doi.org/10.1080/09669761003693926
LeFevre, J.-A., Skwarchuk, S.-L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55–66. https://psycnet.apa.org/buy/2009-05252-004
Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: a predictor of preschoolers’ spatial transformation skill. Developmental psychology, 48(2), 530–542. https://doi.org/10.1037/a0025913
Maddāḥ, S., & Fatḥ Allāh, M. (2022). Al-takāmul bayna al-usrah wa-al-madrasah (in Arabic). Ḥiwār al-Thaqāfī, 232–254.
Martin, D. B. (2000). Mathematics success and failure among African American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Lawrence Erlbaum Associates Publishers.
Qallāf, N. K. (2021). Dawr al-alʻāb al-taʻlīmīyah (in Arabic). Majallat al-Baḥth fī al-Tarbiyah wa-ʻIlm al-Nafs, 36(2).
Sarama, J. & Clements, D. H. (2009). Early childhood mathematics education research. Routledge.
Schumacker, R. E. & Lomax, R. G. (2016). A beginner’s guide to SEM. Routledge.
Skwarchuk, S. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189–197. https://doi.org/10.1007/s10643-009-0340-1
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: the development of a home numeracy model. Journal of experimental child psychology, 121, 63–84. https://doi.org/10.1016/j.jecp.2013.11.006
Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Huang, H.-C., & Lewis, H. (2012). Parents’ beliefs about children’s math development and children’s participation in math activities. Child Development Research, Article 851657. https://doi.org/10.1155/2012/851657
Street, B. V. (2005). At Last: Recent Applications of New Literacy Studies in Educational Contexts. Research in the Teaching of English, 39(4), 417–423. http://www.jstor.org/stable/40171646
Susperreguy, M. I., Douglas, H., Xu, C., Molina-Rojas, N., & LeFevre, J.-A. (2020). Expanding the home numeracy model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50 (Part 3), 16-28. https://doi.org/10.1016/j.ecresq.2018.06.010
Taylor, L. C., Clayton, J. D., & Rowley, S. J. (2004). Academic socialization: Understanding parental influences on children’s school-related development in the early years. Review of General Psychology, 8(3), 163–178. https://doi.org/10.1037/1089-2680.8.3.163
Tucker, C. M., & Herman, K. C. (2002). Using culturally sensitive theories and research to meet the academic needs of low-income African American children. American Psychologist, 57(10), 762–773. https://doi.org/10.1037/0003-066X.57.10.762
Tyghzh, A. (2012). Al-taḥlīl al-ʻāmilī al-istikshāfī wa-al-tawkīdī (in Arabic). Dār al-Masīrah Amman, Jordan.
Ullman, J. B. (2019). Structural equation modelling. In Tabachnick & Fidell (Eds.), Using multivariate statistics. Pearson.
ʻUthmān, ʻA. ʻA. (2020). Faʻālīyat al-dhāt wa-al-ṭumūḥ al-akādīmī (in Arabic). Al-Majallah al-Tarbawīyah, 78, 556-616. https://edusohag.journals.ekb.eg/article_109354_1623ababad9870c32b512f8ee35a47d6.pdf
Zippert, E. L., & Rittle-Johnson, B. (2020). The home math environment: More than numeracy. Early Childhood Research Quarterly, 50(Part 3), 4–15. https://doi.org/10.1016/j.ecresq.2018.07.009
Zippert, E. L., Douglas, A.-A., Smith, M. R., & Rittle-Johnson, B. (2020). Preschoolers’ broad mathematics experiences with parents during play. Journal of Experimental Child Psychology, 192, Article 104757. https://doi.org/10.1016/j.jecp.2019.104757
*********************************************************************************************
العربية
باساك، ريتوبارنا وغوش، أنجان. (2010). العلاقة بين مهنة ومستوى تعليم الوالدين والتحصيل الدراسي للطلاب وإحساسهم بالكفاءة الذاتية في الرياضيات. مجلة الدراسات التربوية والنفسية. 4(1)، 1–7. https://search.mandumah.com/Record/102082
تيغزة، أحمد محمد. (2012). التحليل العاملي الاستكشافي والتوكيدي: مفاهيمه ومنهجيته بتوظيف حزمتي SPSS وLISREL. دار المسيرة، عمّان، الأردن.
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How to Cite
Almutairi, Seham Muhji. 2026. “Structural Equation Modeling of the Effect of Parents’ Mathematics Self-Efficacy Beliefs and the Home Numeracy Environment on the Development of Early Primary Children’s Mathematical Abilities”. Journal of Educational Sciences – Qatar University 26 (1). https://doi.org/10.29117/jes.2026.0260.
Section
Articles in Arabic