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 language | English |
|---|---|
| Pages (from-to) | 266-273 |
| Number of pages | 8 |
| Journal | Learning and Individual Differences |
| Volume | 47 |
| DOIs | |
| Publication status | Published - 2016 Apr 1 |
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All Science Journal Classification (ASJC) codes
- Social Psychology
- Education
- Developmental and Educational Psychology
Cite this
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Multidimensionality of parental involvement and children's mathematics achievement in Taiwan : Mediating effect of math self-efficacy. / Kung, Hsin-Yi; Lee, Ching Yi.
In: Learning and Individual Differences, Vol. 47, 01.04.2016, p. 266-273.Research output: Contribution to journal › Article
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 -