Pathways of parental involvement through students' motivational beliefs to science achievement

This study aimed to examine the mediating effects of motivational beliefs in the relations between parental involvement and science achievement. Three types of motivational beliefs, namely, self-concept, intrinsic value, and utility value were addressed based on the Expectancy-Value Theory model. A...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2019-08, Vol.39 (7), p.960-980
Main Authors: Liou, Pey-Yan, Wang, Cheng-Lung, Lin, John J. H.
Format: Article
Language:English
Subjects:
Achievement Tests
Beliefs
Correlation
Elementary Secondary Education
Expectancy-value theory
Expectation
Foreign Countries
Grade 8
Hypothesis Testing
International Assessment
Mathematics Achievement
Mathematics Tests
Middle school students
motivational beliefs
Parent Participation
parental involvement
Science Achievement
Science Tests
Self Concept
Structural equation modeling
Student Attitudes
Student Motivation
Theories
TIMSS
Values
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Summary:This study aimed to examine the mediating effects of motivational beliefs in the relations between parental involvement and science achievement. Three types of motivational beliefs, namely, self-concept, intrinsic value, and utility value were addressed based on the Expectancy-Value Theory model. A representative national sample from Taiwan of 5042 eighth-grade students with an average age of 14.2 years was examined. The results indicated that self-concept and utility value can mediate the effects of parental involvement on science achievement, whereas intrinsic value does not have such a mediating effect. These findings provide empirical evidence revealing the prominent role of parental involvement in students' science achievement through a motivational mechanism.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2019.1617410