Abstract
The present study explored the direct and indirect (serial multiple mediation of math self-efficacy and math enjoyment) effects of perceived parental math support on middle school students’ math engagement. A total of 374 middle school students ranging the age of 11 to 15 years completed a set of questionnaires assessing perceived parental math support, math self-efficacy, math enjoyment, and math engagement. In the analysis of structural model, a multiple-step multiple mediation analysis was employed. The findings indicated that perceived parental math support was directly and positively associated with math engagement. Additionally, math self-efficacy and math enjoyment sequentially mediated the relationship between parental math support and math engagement. The limitations and implications of the results are discussed and suggestions for future research are proposed.
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