Contributions
This is the data dictionary that provides information about each variable in the dataset.
This dataset is in wide format and has data from two timepoints: Wave 1 (W1, fall, beginning of school year) and Wave 2 (W2, spring, end of school year). Variables that are consistent across the 2 waves are labeled with YEAR1.
In the following supplemental material, the full regression tables from each model are included, as well as follow-up results not provided in the primary manuscript.
This is a word document that includes the SPSS code and corresponding output for all statistical analyses that were conducted and subsequently reported within the Supplemental Material document associated with the manuscript entitled “Relations Between Parents’ Math Anxiety and Children’s Math Le
This is a word document that includes the SPSS code and corresponding output for all statistical analyses that were conducted and subsequently reported under the subsection entitled “Broader Sample Replication of Maloney et al.
This is a word document that includes the SPSS code and corresponding output for all statistical analyses that were conducted and subsequently reported under the subsection entitled “Matching Sample Replication of Maloney et al.
This is a word document that includes the SPSS code and corresponding output for preliminary analyses conducted in the paper entitled “Relations Between Parents’ Math Anxiety and Children’s Math Learning: The Role of Homework Help”.
At the intersection of developmental and educational science, recent studies have focused on the role of parents’ attitudes and beliefs towards math and their homework-helping behaviors. Specifically, findings from Maloney et al.
It has been well established that higher math anxiety is associated with lower math performance. Thus, it is important to understand what individual-level factors might play a role in the math anxiety–performance relation to inform intervention efforts.
