Connecting math achievement to parental influences

Abstract

This study determined the causal paths of parental and school variables related to the mathematics achievement of fifth- and sixth-grade students. The sample included 437 students identified as gifted and 364 students enrolled in “average” classes in the same schools. The only ethnic groups included in these analyses were Asian Americans and Caucasians. Parental influence was determined from the children's perception of family practices related to schooling. PLSPath (Sellin, 1983) was used to estimate the different path weights. The study found that the parental variables accounted for 22% of the math achievement variance. The model showed that ethnicity directly influences parental influence, which in turn influences achievement. Other published causal models have not been able to relate ethnicity and parental influence so clearly. The study also found that a multivariate mix of parental factors effects achievement. Asian American parents provide moderate levels of pressure, help, and monitoring, which enhances achievement. American parents provide less of these influences but supply more psychological support to increase achievement.