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

被引：13
|
作者：
Sagkal, Ali Serdar [1 ]
Sonmez, Melike Tural [2 ]
机构：
[1] Adnan Menderes Univ, Dept Counseling & Guidance, Fac Educ, Cent Campus, TR-09100 Aydin, Turkey
[2] Kirikkale Univ, Dept Math Educ, Fac Educ, TR-71450 Kirikkale, Turkey
来源：
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2022年 / 37卷 / 02期
关键词：
Math engagement; Math enjoyment; Math self-efficacy; Middle school students; Multiple-step multiple mediation model; Perceived parental math support; ACHIEVEMENT EMOTIONS; TEST ANXIETY; BELIEFS; CAREER; ENVIRONMENT; INTERPLAY; PRESSURE; ECOLOGY; MODEL;
D O I：
10.1007/s10212-020-00518-w
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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.
引用
收藏
页码：341 / 354
页数：14
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