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The effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment

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Abstract

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.

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Authors and Affiliations

  1. Department of Counseling and Guidance, Faculty of Education, Aydın Adnan Menderes University, Central Campus, 09100, Aydın, Turkey

    Ali Serdar Sağkal

  2. Department of Mathematics Education, Faculty of Education, Kırıkkale University, 71450, Kırıkkale, Turkey

    Melike Tural Sönmez

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  1. Ali Serdar Sağkal
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Ali Serdar Sağkal. (2019) Direct and indirect effects of strength-based parenting on adolescents’ school outcomes: Exploring the role of mental toughness. Journal of Adolescence, 76, 20-29. Email: aliserdarsagkal@gmail.com

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Melike Tural Sönmez. Email: melikesonmez@kku.edu.tr

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Mathematizing process and financial literacy during mathematical modelling activities, instruction of mathematics with web based games, and math engagement

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Sağkal, A.S., Sönmez, M.T. The effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment. Eur J Psychol Educ 37, 341–354 (2022). https://doi.org/10.1007/s10212-020-00518-w

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