Longitudinal associations between parental mathematics anxiety and attitudes and young children’s mathematics attainment

Environmental influences early in development have an enduring association with mathematics attainment (Garron-Carrier et al., 2017), therefore it is important to identify those aspects of the child’s early environment that are predictive of later mathematics attainment. The home learning environment is one environmental factor that has been identified as a potential influence on mathematics development (e.g., del Rio et al., 2017; Napoli & Purpura, 2018; Niklas & Schneider, 2014; Skwarchuk et al., 2014; Susperreguy et al., 2020; Susperreguy et al., 2022). In the present study, we explore the impact of the home learning environment, focusing particularly on the role of parental mathematics anxiety and attitudes