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City of Columbus, Estados Unidos
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A parent-belief intervention designed to improve children’s math motivation was implemented among 509 third and fourth graders and their parents at two elementary schools in Korea, replicating the study of H. J. Lee et al. (2022). A total of 28 classes were randomly assigned to either the intervention (14 classes) or the control condition (14 classes) in a cluster-randomized design. Over 6 consecutive weeks, parents received six intervention letters addressing their mindsets, gender stereotypes, and expectations regarding their child’s future success in math. Using structural equation modeling, we once again documented the intervention’s short-term effects of lowering parents’ gender stereotypes and raising their expectations for their child’s math capabilities. Also consistent with the original observation, the intervention indirectly predicted weaker fixed mindsets of children about their math abilities through heightened parental expectations. Analysis among the subsample that completed a 3-month follow-up survey revealed that the intervention indirectly predicted children’s math self-efficacy and achievement three months after the intervention via its significant direct effects on parents’ fixed mindsets and their indirect associations with children’s fixed mindsets assessed immediately after the intervention. Latent moderated structure modeling further indicated that the parental intervention significantly reduced children’s math test anxiety 3 months postintervention among those with positive parent–child relationships. This study demonstrates the importance of considering parent–child interactions and taking a prolonged perspective when evaluating the efficacy of parent interventions on student outcomes. While the findings are encouraging, discrepancies between the original and present studies highlight the challenges associated with replicating interventions. (PsycInfo Database Record (c) 2025 APA, all rights reserved)
