This paper examines the mediating role of parental literacy and numeracy involvement before the child entered school in the relationship between family socio-economic status (SES) and students’ interest in reading and mathematics. Causal mediation analysis is applied to international assessment data from the Trends in International Mathematics and Science Study-Progress in International Reading Literacy Study 2011 combined study. Results provide weak support for the subject-specific parental cognitive involvement mediating mechanism in the association between family SES and subject-specific interest. In general, the total association with family SES is not strong and the direct role of parental cognitive involvement in students’ interest appears to be more relevant than its role via family SES.

中文翻译：

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主题兴趣方面的社会经济差距：父母认知参与的中介作用

本文研究了孩子入学前父母识字和算术参与在家庭社会经济地位（SES）与学生对阅读和数学兴趣之间的关系中所起的中介作用。因果中介分析适用于国际数学和科学研究的趋势-2011年国际阅读素养研究的进展联合研究的国际评估数据。结果为家庭SES与特定受试者兴趣之间的关联提供了针对特定受试者父母认知参与中介机制的弱支持。通常，与家庭SES的整体关联性不强，并且父母认知参与对学生兴趣的直接作用似乎比通过家庭SES的作用更重要。