Relationship between Parental Involvement and Mathematics Achievement of Chinese Early Adolescents: Multiple Mediating Roles of Mental Health and Mathematics Self-Efficacy

Feifei Huang, Zhaofeng Huang, Zhe Li and Minqiang Zhang
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Feifei Huang: School of Psychology, South China Normal University, Guangzhou 510631, China
Zhaofeng Huang: School of Life Sciences, Guangzhou University, Guangzhou 510006, China
Zhe Li: School of Psychology, South China Normal University, Guangzhou 510631, China
Minqiang Zhang: School of Psychology, South China Normal University, Guangzhou 510631, China

IJERPH, 2021, vol. 18, issue 18, 1-14

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.

Keywords: parental involvement; mathematics achievement; mental health; mathematics self-efficacy (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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