ABSTRACT

Mother-child interactions during the learning process significantly influence children’s learning interests. However, limited research has examined how mothers’ cultural beliefs shape children’s learning interests, mediated by the quality of parental interaction. This study examines the relationship between Korean mothers’ child-based self-worth and preschool children's math interests, mediated by the mothers’ interaction during math activities. A total of 203 mothers of children aged 3 to 5 years (Mean = 41.11 months, SD = 9.77) reported on their mothers' interactions during math activities. The result from Structural Equation Modelling (SEM) indicated that the mothers’ child-based worth was negatively related to the children's math interests. Specifically, the mothers’ mastery-oriented interactions mediated the association between the mothers’ child-based worth and preschool children’s interest in math. The findings highlight how Korean culture, where a mother’s identity is closely tied to children’s academic success, interferes with mothers’ positive interactions and affects children’s intrinsic motivation.

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