Perceived parental involvement and mathematics achievement as mediated by achievement goals and self efficacy in mathematics

• Main Author: Espinosa, Carmelita L.
• Format: text
• Language: English
• Published: Animo Repository 2014
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/380
• Institution: De La Salle University

This present study tested a multiple mediation model that explores the effects of self efficacy in mathematics and achievement goals (mastery, performance approach and performance avoidance) on the relationship of perceived fathers and mothers direct and indirect parental involvement on childrens mathematics achievement, as analyzed through structural equation modeling. Using multi-stage sampling procedure, 730 grade six students were randomly chosen out of 18 districts and 44 public elementary schools in Southern Leyte. The model fit was evaluated with values CMIN = 2.29, CFI = .901, GFI = .88, AGFI =.86, RMR = .092, and RMSEA = .042, suggesting an acceptable fit. Results indicated that the effect of perceived direct fathers involvement on mathematics achievement was significant and indirectly mediated by self efficacy in mathematics alone, whereas the effect of mothers direct involvement was found not significant, but the relationship was enhanced by the indirect mediational effect of performance avoidance goal, and self efficacy in mathematics. The effect of perceived fathers indirect involvement on mathematics achievement was negatively significant, in which performance avoidance goal was revealed as a competitive mediator, while self efficacy in mathematics was an indirect mediator. In contrast, the effect of mothers indirect involvement on mathematics achievement was significant wherein performance approach goal appeared as a suppressor and performance avoidance as a competitive mediator, while self efficacy in mathematics served as an indirect mediator. Mastery was never found as a significant mediator in any of the pathways. Conversely, self efficacy in mathematics emerged as the only consistent significant mediator. Hence, even if parents are involved in learning and children themselves have well-defined achievement goals, without self efficacy in mathematics children will not perform strongly in mathematics.