A Structural Equation Model of Multidimensional Parental Involvement in Students’ Mathematics Achievement in Taiwan: The Mediating Effect of Math Self-Concept and Math Self-Efficacy

• In Event: Poster Session 13
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

The TIMSS 2011 research of IEA has reported that Taiwan performed above the international average on mathematics at the fourth-grade and eighth-great levels. Grounded in Grolnick & Slowiaczek’s (1994) multidimensional conceptualization of parental involvement and Hong & Ho’s (2005) mediating perspective, this study confirmed the multidimensional construct of Taiwanese parental involvement and examined the mediating effects of math self-concept and math self-efficacy from parental involvement on students’ mathematics achievement. The results indicated that the multidimensional model of parental involvement in mathematics including parental beliefs and expectations, parental encouragement and reinforcement, parents’ math-efficacy and instruction, and structural involvement. Results also suggested that there were partial mediating effects of math self-concept and math self-efficacy from parental involvement to mathematics achievement.

Authors

• Hsin-Yi Kung, National Changhua University of Education

• Ching-Yi Lee, National Academy of Civil Service