Multidimensionality of parental involvement and children's mathematics achievement in Taiwan: Mediating effect of math self-efficacy

Hsin-Yi Kung, Ching Yi Lee

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

The present study confirmed the multidimensional construct of Taiwanese parental involvement and examined the direct and indirect influences of parental involvement on students' mathematics achievement, that is, the mediating effects of math self-efficacy. Questionnaires were administered to 1286 seventh grade students in Central Taiwan, and structural equation modeling was utilized. The results indicated that the multidimensional model of parental involvement in mathematics contained three components: parental beliefs and expectations, managerial involvement (i.e., parental instruction), and structural involvement (i.e., resources parents provide for children). In addition, results suggested that parental involvement is indirectly associated with students' mathematics achievement through the mediating effects of math self-efficacy, either partially or completely. The conceptual framework and measures can contribute to future work on parenting, including research designed to map multidimensional constructs that describe parental involvement and studies that explore how parental involvement shapes school outcomes of early adolescents in mathematics through their math self-efficacy.

Original languageEnglish
Pages (from-to)266-273
Number of pages8
JournalLearning and Individual Differences
Volume47
DOIs
Publication statusPublished - 2016 Apr 1

Fingerprint

Mathematics
Self Efficacy
Taiwan
self-efficacy
mathematics
Students
Parenting
Parents
student
Research
parents
school grade
instruction
adolescent
questionnaire
resources
school

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

Cite this

@article{65c46cf8948041a4891db5c7912acb1f,
title = "Multidimensionality of parental involvement and children's mathematics achievement in Taiwan: Mediating effect of math self-efficacy",
abstract = "The present study confirmed the multidimensional construct of Taiwanese parental involvement and examined the direct and indirect influences of parental involvement on students' mathematics achievement, that is, the mediating effects of math self-efficacy. Questionnaires were administered to 1286 seventh grade students in Central Taiwan, and structural equation modeling was utilized. The results indicated that the multidimensional model of parental involvement in mathematics contained three components: parental beliefs and expectations, managerial involvement (i.e., parental instruction), and structural involvement (i.e., resources parents provide for children). In addition, results suggested that parental involvement is indirectly associated with students' mathematics achievement through the mediating effects of math self-efficacy, either partially or completely. The conceptual framework and measures can contribute to future work on parenting, including research designed to map multidimensional constructs that describe parental involvement and studies that explore how parental involvement shapes school outcomes of early adolescents in mathematics through their math self-efficacy.",
author = "Hsin-Yi Kung and Lee, {Ching Yi}",
year = "2016",
month = "4",
day = "1",
doi = "10.1016/j.lindif.2016.02.004",
language = "English",
volume = "47",
pages = "266--273",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier BV",

}

TY - JOUR

T1 - Multidimensionality of parental involvement and children's mathematics achievement in Taiwan

T2 - Mediating effect of math self-efficacy

AU - Kung, Hsin-Yi

AU - Lee, Ching Yi

PY - 2016/4/1

Y1 - 2016/4/1

N2 - The present study confirmed the multidimensional construct of Taiwanese parental involvement and examined the direct and indirect influences of parental involvement on students' mathematics achievement, that is, the mediating effects of math self-efficacy. Questionnaires were administered to 1286 seventh grade students in Central Taiwan, and structural equation modeling was utilized. The results indicated that the multidimensional model of parental involvement in mathematics contained three components: parental beliefs and expectations, managerial involvement (i.e., parental instruction), and structural involvement (i.e., resources parents provide for children). In addition, results suggested that parental involvement is indirectly associated with students' mathematics achievement through the mediating effects of math self-efficacy, either partially or completely. The conceptual framework and measures can contribute to future work on parenting, including research designed to map multidimensional constructs that describe parental involvement and studies that explore how parental involvement shapes school outcomes of early adolescents in mathematics through their math self-efficacy.

AB - The present study confirmed the multidimensional construct of Taiwanese parental involvement and examined the direct and indirect influences of parental involvement on students' mathematics achievement, that is, the mediating effects of math self-efficacy. Questionnaires were administered to 1286 seventh grade students in Central Taiwan, and structural equation modeling was utilized. The results indicated that the multidimensional model of parental involvement in mathematics contained three components: parental beliefs and expectations, managerial involvement (i.e., parental instruction), and structural involvement (i.e., resources parents provide for children). In addition, results suggested that parental involvement is indirectly associated with students' mathematics achievement through the mediating effects of math self-efficacy, either partially or completely. The conceptual framework and measures can contribute to future work on parenting, including research designed to map multidimensional constructs that describe parental involvement and studies that explore how parental involvement shapes school outcomes of early adolescents in mathematics through their math self-efficacy.

UR - http://www.scopus.com/inward/record.url?scp=84959461593&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84959461593&partnerID=8YFLogxK

U2 - 10.1016/j.lindif.2016.02.004

DO - 10.1016/j.lindif.2016.02.004

M3 - Article

AN - SCOPUS:84959461593

VL - 47

SP - 266

EP - 273

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -