More for Boys? Gendered Effects of Parental Involvement on Math Performance in Korea

• In Event: Investment, Inputs and Hoarding: The Role of Parents and Families on Status and Achievement

Abstract

This study examines how parental involvement—instrumental motivation for math learning, expectations for math-related careers, and support strategies at home—predicts math performance among Korean secondary students, using 2022 PISA data (N = 6,154). Grounded in Social Cognitive Career Theory (SCCT), multiple regression analyses revealed parental expectations as the strongest positive predictor of math achievement, while frequent parental support was negatively associated with performance, suggesting that controlling or reactive involvement may hinder achievement. A significant interaction showed parental motivation had a stronger positive effect on boys’ math performance than girls’, highlighting gendered patterns in how parental messaging is internalized. Findings emphasize the need for gender-sensitive, autonomy-supportive family engagement in STEM education, especially within Korea’s competitive academic environment.

Author

• Yijun Won, University of Wisconsin - Madison