Browsing by Author "Strasser, Catherine"
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- ItemChilean Kindergarten Children's Beliefs About Mathematics : Family Matters(2019) Strasser, CatherineThis study examines the relations among parental beliefs and practices about mathematics, children’s beliefs about mathematics, participants’ gender, and family socioeconomic status (SES). The study was conducted in Chile, a country with significant gender gaps in standardized test results in mathematics, with boys receiving significantly higher scores than girls. One hundred eighty Chilean kindergarteners (Mage 5.6 years) of low and high SES completed both implicit and explicit measures of their beliefs about mathematics. Children’s mothers and fathers also completed adult versions of these tests, as well as measures of home numeracy practices. This combination of child and parental assessments (both mother and father), including both implicit and explicit measures, provided a wider range of measures than in previous studies. On implicit measures of math– gender stereotypes, boys showed the math boy stereotype significantly more strongly than girls did. Both fathers and mothers showed this stereotype on both implicit and explicit measures. Fathers also linked me math (math self-concept) more strongly than mothers on both implicit and explicit measures. Kindergarten girls’ implicit math self-concept was explained by a combination of parents’ math self-concepts and SES. Taken together, these results show that by 5 years of age children are already developing beliefs about “who does math” in their culture, and that parental beliefs and practices are significantly linked to children’s stereotypes and self-concepts about mathematics before they enter formal schooling.
- ItemContributions of print exposure to first and second grade oral language and reading in Chile(2017) Strasser, Catherine; Vergara, Daniela; Del Río, M. Francisca
- ItemCreencias y prácticas de literacidad en familias chilenas con distintos niveles educativos(2007) Strasser, CatherineEl estudio describe las creencias y prácticas de literacidad de familias con distinta educación en Chile. Participaron 188 niños y niñas de kindergarten y sus familias. Los padres contestaron un cuestionario acerca de su nivel educacional, ciertas prácticas de literacidad familiar, y sus creencias acerca del desarrollo de ésta. Los resultados muestran diferencias y similitudes con resultados de países desarrollados. Las principales diferencias se dan en la frecuencia de ciertas prácticas, las que ocurren con menor frecuencia en las familias chilenas, independientemente del nivel educacional. Las principales similitudes con los hallazgos de países desarrollados se dan en las asociaciones entre el nivel educacional de la familia y las variables de literacidad familiar.
- ItemDirect and indirect paths from linguistic skills to arithmetic school performance(2019) Strasser, Catherine
- ItemDistinct influences of mothers and fathers on kindergartners' numeracy performance : the role of math anxiety, home numeracy practices, and numeracy expectations(2017) Strasser, CatherineThe current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children's numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers'-but not fathers'-engagement in numeracy practices at home predicted children's numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents' numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement.
- ItemEarly narrative skills in Chilean preschool : questions scaffold the production of coherent narratives(2014) Strasser, Catherine
- ItemEarly sources of children’s math achievement in Chile : the role of parental beliefs and feelings about math(2020) Strasser, CatherineResearch Findings Two hundred and sixty-seven Chilean children from grades 1-3, their fathers and their mothers completed measures of implicit and explicit math-related beliefs (math-gender stereotypes, math self-concepts) and feelings (math anxiety), as well as tests of mathematical achievement. Children, fathers, and mothers exhibited stereotypes that link math with males. More specifically, mothers identified more with language than with math, while fathers and children identified more with math than with language. Path analyses models revealed that children's explicit math self-concepts significantly predicted their actual math achievement. Children's explicit self-concept was, in turn, explained marginally by the mathematical anxiety of their mothers.Practice or Policy: These results contribute to our understanding of the relation between parental and children's beliefs and children's math achievement during early elementary school years. In countries such as Chile, with a significant gender gap in math achievement, these findings may highlight relevant aspects to consider when designing interventions aimed at educational equity and providing equal mathematical learning opportunities to boys and girls.
- ItemEffects of Storybook Reading Style on Comprehension : The Role of Word Elaboration and Coherence Questions(2013) Strasser, Catherine; Larraín Sutil, Antonia; Lissi, María Rosa
- ItemEfficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom(2018) Strasser, Catherine; Mendive Criado, Susana; Vergara Delgadillo, Daniela Paz; Darricades Solari, Michelle Marie
- ItemInstructional Activities and the Quality of Language in Chilean Preschool Classrooms(2018) Strasser, Catherine; Darricades Solari, Michelle Marie; Mendive Criado, Susana; Barra, Gabriela
- ItemLinguistic environment of preschool classrooms: what dimensions support children's language growth?(2018) Strasser, Catherine
- ItemMás que palabras por minuto: las otras habilidades que afectan la comprensión en 1º básico(2016) Strasser, Catherine
- ItemPreschool Children's Beliefs about Gender Differences in Academic Skills(2013) Strasser, Catherine
- ItemProfundidad y amplitud del vocabulario: ¿cuál es su rol en la comprensión de historias en la edad pre-escolar?(2013) Strasser, Catherine; del Río, Francisca; Larraín Sutil, Antonia
- ItemRead Create Share (RCS) : a new digital tool for interactive reading and writing(2015) Strasser, Catherine