Boosting Young Adolescents’ Mathematics Performance: School Climate, Parental Involvement, and Teacher Support

• In Event: The Role of Learning Enviornments in Advancing Equity and Effectiveness in Mathematics Education

Abstract

This study investigates the impact of various factors on mathematics achievement among middle-grade students in the United States. Using TIMSS 2019-USA data, regression analyses were conducted on mathematics achievement including factors such as school sense of belonging, school bullying, teacher support, and parental involvement. Findings indicate that school sense of belonging, parents’ emphasis on mathematics, and school SES, positively predict mathematics achievement. While teacher support negatively predicted mathematics achievement, moderation analysis found an interaction effect between school bullying and teacher support on math achievement. Additionally, mediation analysis showed that school SES mediates the relationship between parental involvement and mathematics achievement. This study’s findings highlight the multifaceted influences on mathematics achievement among middle-grade students, emphasizing the importance of supportive environments.

Authors

• Shakeena King, University of Maryland

• Yejun Bae, Appalachian State University