The present study explored the direct and indirect (serial multiple mediation of math self-efficacy and math enjoyment) effects of perceived parental math support on middle school students’ math engagement. A total of 374 middle school students ranging the age of 11 to 15 years completed a set of questionnaires assessing perceived parental math support, math self-efficacy, math enjoyment, and math engagement. In the analysis of structural model, a multiple-step multiple mediation analysis was employed. The findings indicated that perceived parental math support was directly and positively associated with math engagement. Additionally, math self-efficacy and math enjoyment sequentially mediated the relationship between parental math support and math engagement. The limitations and implications of the results are discussed and suggestions for future research are proposed.

本研究探讨了感知的父母数学支持对中学生数学参与度的直接和间接（数学自我效能和数学享受的串行多重中介）影响。共有374名11至15岁的中学生完成了一套问卷调查，评估了父母的数学支持，数学自我效能感，数学乐趣和数学参与度。在结构模型的分析中，采用了多步骤多重中介分析。调查结果表明，父母对数学的支持与数学参与度直接相关。此外，数学自我效能感和数学乐趣相继介导了父母数学支持与数学参与之间的关系。