TY - JOUR
T1 - Pathways of parental involvement through students’ motivational beliefs to science achievement
AU - Liou, Pey Yan
AU - Wang, Cheng Lung
AU - Lin, John J.H.
N1 - Funding Information:
This work was supported by the Ministry of Science and Technology, Taiwan under [Grant MOST 106-2511-S-008-011].
Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019/8/9
Y1 - 2019/8/9
N2 - 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.
AB - 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.
KW - Expectancy-value theory
KW - motivational beliefs
KW - parental involvement
KW - structural equation modeling
KW - TIMSS
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U2 - 10.1080/01443410.2019.1617410
DO - 10.1080/01443410.2019.1617410
M3 - Article
AN - SCOPUS:85066622796
SN - 0144-3410
VL - 39
SP - 960
EP - 980
JO - Educational Psychology
JF - Educational Psychology
IS - 7
ER -