Table 3.

Pearson correlation matrix between mothers’ and children’s variables.

	YOS	ISEI	MS-HS	MS-T	Pre	Sup	Help	PressID	Mon	MTA	NTA	MCA	MA
Math fluency	0.06	-0.07	0.02	-0.05	-0.19	-0.31	-0.51**	-0.39*	-0.53**	-0.12	-0.28	-0.29	-0.22
Calculation	0.14	0.12	0.18	-0.00	-0.09	-0.22	-0.42*	-0.31	-0.36*	-0.23	-0.43*	-0.17	-0.30
AMAS	-0.09	-0.19	-0.33*	-0.10	0.00	0.21	0.28	0.19	0.23	0.13	0.16	0.19	0.17
Intrinsic motivation
Reading	-0.17	-0.14	0.10	0.17	0.01	-0.17	0.04	0.26	0.09	0.16	0.09	0.04	0.13
Math	-0.02	-0.02	0.19	0.13	-0.00	-0.18	-0.01	0.21	-0.01	-0.25	-0.29	-0.43*	-0.32*
Science	0.28	-0.01	0.17	0.14	-0.08	-0.29	0.18	0.16	0.07	0.00	-0.08	-0.07	-0.03
General	-0.11	0.07	0.24	0.11	0.02	-0.05	0.12	0.23	-0.01	-0.27	-0.22	-0.36*	-0.30
Congruency effect
Single digit	-0.12	-0.11	0.05	0.02	0.15	0.12	-0.01	-0.01	-0.06	0.10	0.47**	-0.02	0.18
Double digit	0.02	0.20	0.26	-0.05	0.35*	-0.02	-0.03	-0.13	-0.19	-0.14	0.04	0.18	-0.04
Triple digit	0.37*	0.36*	0.07	-0.26	-0.11	0.06	0.19	-0.06	0.06	-0.21	-0.18	-0.09	-0.20
Math word	0.03	-0.19	-0.13	-0.02	-0.38*	-0.30	-0.22	-0.10	-0.08	0.11	0.03	-0.05	0.07
Neutral word	0.06	-0.01	0.17	0.20	0.15	-0.02	0.44*	0.41*	0.31	0.08	0.22	0.24	0.16

YOS, mothers’ years of schooling; ISEI, the International Socioeconomic Index (Ganzeboom and Treiman, 1996); MS-HS, mothers’ self-reports of their math skills in high school; MS-T, mothers’ self-reports of their math skills at present; Pre, maternal pressure; Sup, maternal psychological support; PressID, maternal press for intellectual development; Mon, maternal monitoring; MTA, mothers’ math test anxiety; NTA, mothers’ numerical task anxiety; MCA, mothers’ math course anxiety; MA, mothers’ math anxiety; AMAS, the Abbreviated Math Anxiety Scale (Hopko et al., 2003); Congruency Effect, the difference between reaction time in the incongruent and congruent conditions in the numerical dot-probe task (Rubinsten et al., 2015). ^∗p < 0.05, ^∗∗p < 0.01 (one-tailed).