The relationships between parental involvement, teacher support, and mathematics performance: mediating roles of academic self-efficacy and academic buoyancy

Abstract

BackgroundThis study examined how parental involvement (PI) and perceived teacher support (TS) influence middle school students' mathematics performance (MP) through the mediating roles of academic self-efficacy (ASE) and academic buoyancy (AB). Unlike previous research, it simultaneously investigated these dual support systems and their indirect effects on math achievement, providing a comprehensive model that integrates both external support mechanisms with non-cognitive attributes affecting mathematics performance.MethodsParticipants were 363 sixth-grade students (51% boys, 49% girls) from middle schools in T & uuml;rkiye. Data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method.ResultsThe results revealed that PI had a significant positive effect on both ASE and AB, as well as a direct positive effect on MP. Similarly, perceived TS positively influenced both ASE and AB, and had both direct and indirect positive effects on MP. Both ASE and AB mediated the effects of PI and TS on MP.ConclusionsThis study reveals that students supported by teachers and parents tend to perform better in mathematics. This effect is related both directly and indirectly through increased ASE and AB. By identifying these dual pathways, the study deepens our understanding by providing important insights into the critical interaction between external supports and non-cognitive attributes in improving mathematics achievement.