Abstract
This study examines different pathways of maternal influence on the value that preadolescents attribute to mathematics and German language as domains of education. On the basis of data from 355 students and their mothers, the author tested effects of mothers' education, general parenting practices, leisure pursuits, joint activities with their children, school involvement, and their own evaluation of mathematics and German language. Results of structural equation modeling point to students' perceptions of maternal values as a central factor affecting students' values. Perceived maternal values vary depending on mothers' behavior rather than on values actually reported by mothers.
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