The Relationship between Parental Involvement and Math Achievement Mediated by Math Self-Efficacy and Math Interest: A Comparison between High- and Low-Achievers

Abstract

In this study, we examined how math self-efficacy and math interest mediated the relationship between parental involvement and
math achievement using the Programme for International Student Assessment (PISA) 2012. We further investigated whether the
relationship differed according to the students’ math achievement. Results of the structural equation modeling showed that
parental involvement predicted math self-efficacy and math interest directly and math achievement indirectly. Parental support
positively predicted math self-efficacy only among low achievers, while parental participation positively predicted math selfefficacy
only among high achievers. Parental expectation positively predicted math interest in both groups, although the
relationship was significantly stronger among high achievers. Finally, math interest significantly and negatively predicted
achievement only among low achievers.