Examining the effect of students’ early numeracy activities at home on later mathematics achievement via early numeracy competencies and self-efficacy beliefs

Abstract

This study aimed to examine the effect of early numeracy activities at home on children’s mathematics achievement in fourth grade. It also examined the mediating effects of early numeracy competencies and self-efficacy beliefs in mathematics on this relationship. The study used Trends in International Mathematics and Science Study (TIMSS) 2015 Korean data, selecting nationally representative samples of fourth-grade elementary students (N = 4 669) and their parents. A confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used to analyze the study data. The study findings revealed that students who engage in more early numeracy activities at home are more likely to have high mathematics achievement in fourth grade. Early numeracy competencies and self-efficacy beliefs positively mediate this relationship. Moreover, the findings of the study revealed that sequential mediating effects of early numeracy competencies and self-efficacy beliefs on this relationship. Based on the findings of the study, several implications have been proposed.