Parents’ involvement in children's math learning: Motivational resources matter

Children's math learning is shaped not only by what they know but also by their motivation and engagement. Although researchers have focused primarily on parents’ cognitive practices in the math context, emerging evidence highlights an underappreciated dimension of parents’ math involvement: motivational practices. Guided by motivational theories, in this article, we argue that parents’ provision of motivational resources—via autonomy-supportive, affectively positive, and process-oriented practices in the context of math learning—plays a foundational role in children's math motivation and engagement, contributing to their math achievement. We synthesize theory and research suggesting that parents’ cognitive and motivational practices contribute uniquely, and perhaps synergistically, to children's math learning. We also consider the possibility that motivational parenting practices grow in importance over time as academic demands increase and cognitive practices may wane. By integrating motivational resources into models of parents’ math involvement, the field can move toward a more holistic understanding of how to support children's math learning.