The Relationship between Parental Behavioral Involvement and Mathematics Academic Achievement of Primary School Students: The Chain Mediating Role of Interest in Mathematics Learning and Self-education Expectations
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i6.4223
Abstract
Both domestic and international studies have identified parental behavioral involvement as a significant variable influencing students' academic performance. A review of the literature indicates that the mechanism through which parental behavioral involvement affects students' mathematical academic performance remains incompletely understood. Therefore, using survey data from a sample of 265 students across four primary schools in Y City, this study employs structural equation modeling (SEM) and Bootstrap techniques to analyze the relationships among parental behavioral involvement, mathematical learning interest, self-educational expectations, and mathematical academic performance. The findings are as follows:Parental behavioral involvement, mathematical learning interest, self-educational expectations, and mathematical academic performance each exhibit significant positive pairwise correlations (r = 0.18–0.40, p < 0.001).Both mathematical learning interest and self-educational expectations partially mediate the positive relationship between parental behavioral involvement and mathematical academic performance, with mediating effect values of 0.078 and 0.032, respectively.A chain mediating effect exists between parental behavioral involvement and mathematical academic performance through mathematical learning interest and self-educational expectations, with a mediating effect value of 0.016.The results suggest that parental behavioral involvement among primary school students predicts mathematical academic performance through both direct effects and indirect effects via mathematical learning interest and self-educational expectations.
Keywords
elementary students, parental behavioral involvement, mathematical academic achievement, mathematical learning interest, self-educational expectations
Funding
General Project of the Special Program for Enhancing Disciplinary Comprehensive Strength at Yili Normal University, "Analysis of Influencing Factors and Improvement Research on Academic Quality of Students in Compulsory Education Stage" (No. 22XKSY29).
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[2] Susan S.Stodolsky,Scott Salk,Barbara Glaessner.Student Views about Learning Math and Social Studies.1991,28(1):89-116.
[3] Li, X. H., & Xie, L. H. (2018). Investigation and analysis of the influence of family education on primary school students' mathematics academic performance. Mathematics Learning and Research, (3), 143-144.
[4] Wu, Y. F., Han, X. H., Wei, W., & Luo, L. (2013). Construction and validation of a theoretical model of parents' educational involvement behavior for primary school students. Journal of Beijing Normal University (Social Science Edition), (1), 61-69.
[5] Kim S W. Meta-analysis of parental involvement and achievement in East Asian countries[J]. Education and Urban Society, 2020, 52(2): 312-337.
[6] Cui Y, Zhang D, Leung F K S. The influence of parental educational involvement in early childhood on 4th grade students’ mathematics achievement[J]. Early Education and Development, 2021, 32(1): 113-133.
[7] Huang F, Huang Z, Li Z, et al. Relationship between parental involvement and mathematics achievement of Chinese early adolescents:Multiple mediating roles of mental health and mathematics self-efficacy[J]. International Journal of Environmental Research and Public Health, 2021, 18(18): 9565.
[8] Pei, C. G., Song, N. Q., Liu, Q. H., & Mou, S. X. (2018). Construction and validation of an evaluation index system for mathematics learning interest. Journal of Mathematics Education, (2), 70-73.
[9] Gonzalez-DeHass A R, Willems P P, Holbein M F D. Examining the relationship between parental involvement and student motivation[J]. Educational psychology review, 2005, 17: 99-123.
[10] Ouyang X, Zhang X, Zhang Q, et al. Antecedents and consequences of young children's interest in mathematics[J]. Early Childhood Research Quarterly, 2021, 57: 51-60.
[11] Yang, H. B., Liu, D. Z., & Yang, R. K. (2015). The relationship between learning interest, self-efficacy, learning strategies, and academic performance: A study on junior high school mathematics learning based on Kolb's learning style. Educational Science Research, (10), 52-57.
[12] Bandura A. Social foundations of thought and action[J]. Englewood Cliffs, NJ, 1986, 1986(23-28): 2.
[13] Liang, W. Y., Ye, X. M., & Li, T. (2018). How does parental participation affect the cognitive abilities of migrant children? An empirical study based on CEPS baseline data. Journal of Educational Studies, (1), 80-94.
[14] Suárez-Álvarez J, Fernández-Alonso R, Muñiz J. Self-concept, motivation, expectations, and socioeconomic level as predictors of academic performance in mathematics[J]. Learning and Individual Differences, 2014, 30: 118-123.
[15] Rottinghaus P J, Lindley L D, Green M A, et al. Educational aspirations: The contribution of personality, self-efficacy, and interests[J]. Journal of vocational behavior, 2002, 61(1): 1-19.
[16] Gasser C E, Larson L M, Borgen F H. Contributions of personality and interests to explaining the educational aspirations of college students[J]. Journal of career assessment, 2004, 12(4): 347-365.
[17] Xia, Y. (2020). A study on the influence of family socioeconomic status, parents' educational expectations, and parents' educational involvement on junior high school students' mathematics learning engagement [Doctoral dissertation]. Southwest University. pp. 56.
[18] Wen, Z. L., & Liu, H. Y. (2020). Methods and applications of mediating effects and moderating effects [Monograph]. Beijing: Educational Science Press. pp. 52-62, 103-106.
[19] IEA.TIMSS 2019 context questionnaires.[EB/OL].(2017-01-01)[2024-05-1]. https://timss and pirls.bc.edu/timss2019/questionnaires/index.html.
[20] Zhang Y, Haddad E, Torres B, et al. The reciprocal relationships among parents’ expectations, adolescents’ expectations, and adolescents’ achievement: A two-wave longitudinal analysis of the NELS data[J]. Journal of youth and adolescence, 2011, 40: 479-489.
[21] Tang, D. D., & Wen, Z. L. (2020). Common method bias testing: Problems and suggestions. Psychological Science, (1), 215-223.
[22] Huang, X. T., Zhang, M. Q., Fang, J. Y., Li, T. Y., Fang, Y., & Gan, L. (2020). The impact of parental investment on children's academic performance: A moderated mediation model. Studies of Psychology and Behavior, (5), 666-672.
[23] Zhao, X. M., Zhang, A. X., Zhang, M. L., Li, H. X., & Si, J. W. (2021). The longitudinal relationship between parents' educational involvement and primary school children's mathematics anxiety: The mediating role of mathematics attitude. Psychological Development and Education, (5), 683-690.
[24] Zhu, B. L., & Kong, F. Z. (1992). Motivation for mathematics learning. Journal of Mathematics Education, (1), 49-55.
[25] Grolnick W S, Friendly R W, Bellas V M. Parenting and children’s motivation at school[M]//Handbook of motivation at school. Routledge, 2009: 293-314.
[26] McNeal Jr R B. Parent Involvement, Academic Achievement and the Role of Student Attitudes and Behaviors as Mediators[J]. Universal Journal of Educational Research, 2014, 2(8): 564-576.
[27] Coleman J S. Equality of educational opportunity[J]. Integrated education, 1968, 6(5): 19-28.
[28] Xin, X. W. (2022). Strategies for cultivating positive psychological qualities of primary school students from the perspective of positive psychology. Basic Education Research, (5), 72-74.
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