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

Pey Yan Liou*, Cheng Lung Wang, John J.H. Lin

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)960-980
Number of pages21
JournalEducational Psychology
Volume39
Issue number7
DOIs
Publication statusPublished - 2019 Aug 9
Externally publishedYes

Keywords

  • Expectancy-value theory
  • motivational beliefs
  • parental involvement
  • structural equation modeling
  • TIMSS

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology

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