Multidimensionality of parental involvement and children's mathematics achievement in Taiwan: Mediating effect of math self-efficacy

The Relationships among Parents’ Socioeconomic Status, Parental Involvement and Academic Achievement in Taiwanese Middle School Students

“…Typical parental involvement is to have high expectations for children, exert pressure on children, and enroll children in enrichment classes. In their involvement, Taiwanese parents are possibly more likely to implement home-based involvement rather than school-based involvement (Kung & Lee, 2016;Wong-Lo & Bai, 2013). Taking all this into consideration, the perspective difference in the present study regarding parental involvement in Taiwan should be viewed as multidimensional components within cultural uniqueness.…”

“…Previous research has consistently shown that parental involvement is an important predictor of children's school success (Fan, 2001;Hong & Ho, 2005;Keith et al, 1998;Kung & Lee, 2016). Although theories have argued for differential effects of parental involvement across cultural groups, there is as yet little research in the direction of discovery of the parental involvement construct in Chinese society where students tend to have higher academic achievement in comparison to other national groups.…”

“…A number of cross-cultural studies have sought to identify the parenting attributes that influence children's academic achievement such as parental attitudes including high expectations and encouragement/support of children and parental practices including structural/indirect and managerial/direct involvement (Chao, 2000;Wong-Lo & Bai, 2013). In addition, parents exert a great deal of pressure on their children to do well in school, invest a lot of their time and energy in their children's education but also give their children a lot of psychological and practical support (Kung & Lee, 2016). Research has demonstrated that not all kinds of parental involvement have a positive effect on academic performance.…”

“…In addition, another study conducted by Kung and Lee (2016), with a sample of seventh grade students in Taiwan, found that parents who had high expectations and provided more resources contributed to their children's academic achievement. Consistent with these findings, the present study also found parental pressure to be a negative predictor of achievement and parental psychological support and expectations to be a significantly positive predictor.…”

“…The Trends in International Mathematics and Science Study (TIMSS) 2011 research for the International Association for the Evaluation of Educational Achievement (IEA) reported that Taiwanese children performed above the international average in mathematics at the fourth and eighthgrade levels. While a number of studies have sought to identify the factors influencing this achievement, parental involvement appeared to be the critical factor in students' academic achievement (Fan, 2001;Hong & Ho, 2005;Kung & Lee, 2016).…”