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

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 e...

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Detalles Bibliográficos
Autores principales: Huang, Feifei, Huang, Zhaofeng, Li, Zhe, Zhang, Minqiang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8469238/
https://www.ncbi.nlm.nih.gov/pubmed/34574493
http://dx.doi.org/10.3390/ijerph18189565
Descripción
Sumario: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.