Family socioeconomic status (SES) has a significant influence on children’s academic success and is related to parents’ attitudes toward education. Moreover, according to the expectancy-value theory, parental expectations are linked to their children’s perceptions of school, which, in turn, influences the way their children invest themselves in education. In this study, we aimed to test a part of the theorical expectancy-value family socialization model that links family SES and parental expectations and explore their influences on children’s mathematics self-concept and achievement. This study was conducted in the Chilean context, which is characterized by strong neoliberal educational policies that induce a strong relationship between family economic resources and children’s educational trajectories. We utilized a longitudinal design, and our study sample (N = 157,814 Chilean students) came from a national assessment that was conducted from 2007 to 2013 when students were in their 4th, 8th, and 10th grades. Our results showed that, while controlling for children’s previous mathematics achievement, their final mathematics achievement was influenced by children’s mathematics self-concept, the family socioeconomic and educational context, and parental expectations regarding their children’s academic achievement. Our findings also highlighted that Chilean parents base their expectations on parents’ capacity to support their children’s education as much as on their children’s previous academic achievement.

家庭社会经济地位（SES）对孩子的学业成绩有重要影响，并且与父母对教育的态度有关。此外，根据期望值理论，父母的期望与孩子对学校的看法有关，这反过来又影响了孩子在教育上的投入方式。在这项研究中，我们旨在测试将家庭SES和父母期望联系在一起的理论期望值家庭社会化模型的一部分，并探讨它们对孩子的数学自我概念和成就的影响。这项研究是在智利的背景下进行的，其特征在于强有力的新自由主义教育政策，这些政策在家庭经济资源和儿童的教育轨迹之间建立了牢固的关系。我们采用了纵向设计，N = 157,814智利学生）来自2007年至2013年进行的国家评估，当时学生分别是4年级，8年级和10年级。我们的结果表明，在控制孩子以前的数学成绩的同时，他们最终的数学成绩受到孩子的数学自我概念，家庭社会经济和教育背景以及父母对孩子学习成绩的期望的影响。我们的研究结果还突出显示，智利父母的期望基于父母支持子女教育的能力以及子女先前的学业成就。