Contemporary Educational Psychology

The attached dataset was referenced to complete the three path analytic models performed for this study. The complete syntax for each of the three models and dataset are also included on the project page on osf.io, and is listed under the title of the manuscript. Any other questions can be forwarded to the corresponding author for this manuscript.

To investigate the relationship between father-child numeracy activities and preschool-aged children's number learning, I conducted three studies. Study 1 analyzed a secondary dataset of 109 three-year-old children and their parents from Hong Kong. Study 2 examined another secondary dataset comprising 105 approximately five-year-old children and their parents, also from Hong Kong. Study 3 was an experimental study involving 86 K2 and K3 Chinese children and their parents.In Study 1, all children were individually assessed to evaluate their numerical skills at two time points. Both fathers and mothers independently reported the frequency of their engagement in numeracy activities with their children.Study 2 followed a similar protocol: all children were individually tested on both their symbolic and non-symbolic numerical skills at two time points. Fathers and mothers independently reported on their frequency of engagement in numeracy activities with their children.In Study 3, children completed numerical skill tests at three time points: pretest, posttest, and delayed posttest. Additionally, both fathers and mothers completed a questionnaire assessing their children’s numerical interest.

To investigate the relationship between father-child numeracy activities and preschool-aged children's number learning, I conducted three studies. Study 1 analyzed a secondary dataset of 109 three-year-old children and their parents from Hong Kong. Study 2 examined another secondary dataset comprising 105 approximately five-year-old children and their parents, also from Hong Kong. Study 3 was an experimental study involving 86 K2 and K3 Chinese children and their parents.In Study 1, all children were individually assessed to evaluate their numerical skills at two time points. Both fathers and mothers independently reported the frequency of their engagement in numeracy activities with their children.Study 2 followed a similar protocol: all children were individually tested on both their symbolic and non-symbolic numerical skills at two time points. Fathers and mothers independently reported on their frequency of engagement in numeracy activities with their children.In Study 3, children completed numerical skill tests at three time points: pretest, posttest, and delayed posttest. Additionally, both fathers and mothers completed a questionnaire assessing their children’s numerical interest.