Abstract
This study conceptualized the multidimensional construct of parental involvement, including cognitive involvement, behavioral involvement, and personal involvement, and examined the mediating effects of student’s mental health and mathematics self-efficacy. Questionnaires were administered to 2866 early adolescents and their parents in China; structural equation modeling and bias-corrected bootstrap methods were used. The results show that different dimensions of parental involvement had different effects on mathematics achievement. Additionally, results indicate that the influences of the multidimensional construct of parental involvement on mathematics achievement were either partially or completely mediated by student’s mental health and mathematics self-efficacy. The findings also offer insight into possible interventions designed to explore how parental involvement promotes students’ mathematics achievement through their children’s mental health and mathematics self-efficacy.
Highlights
Enhancing the educational success of all students is a vital educational goal, one which has received considerable public attention
The means for each dimension of parental involvement indicated that parents were relatively more involved in their behavioral involvement (M = 4.22), personal involvement (M = 4.28), and cognitive involvement (M = 4.15)
This study conceptualized the multidimensional construct of parental involvement, including cognitive involvement, behavioral involvement, and personal involvement, and explored the effects of the multifaceted construct of parental involvement and students’
Summary
Enhancing the educational success of all students is a vital educational goal, one which has received considerable public attention. Studies have shown that children have higher achievement if their parents are more involved in their education [4,5]. A substantial body of literature has highlighted the important influence of parental involvement on general academic performance [8,9,10], much less work has focused attention on the links between subject-specific measures of achievement and parental involvement. Studies have indicated that the knowledge of mathematics, as a strong foundation for student’s future academic performance, plays an important part in the educational development of youths [11,12,13,14,15]. Mathematics achievement can be considered to be the vital factor that contributes to the excellence of the education sector [16]. It is necessary to explore the domain-specific relations between students’
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