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

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dc.contributor.authorSağkal, Ali Serdar
dc.contributor.authorSönmez, Melike Tural
dc.date.accessioned2025-01-21T16:28:45Z
dc.date.available2025-01-21T16:28:45Z
dc.date.issued2022
dc.departmentKırıkkale Üniversitesi
dc.description.abstractThe 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. © 2021, Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.
dc.identifier.doi10.1007/s10212-020-00518-w
dc.identifier.endpage354
dc.identifier.issn0256-2928
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85099080805
dc.identifier.scopusqualityQ1
dc.identifier.startpage341
dc.identifier.urihttps://doi.org/10.1007/s10212-020-00518-w
dc.identifier.urihttps://hdl.handle.net/20.500.12587/23626
dc.identifier.volume37
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer Science and Business Media B.V.
dc.relation.ispartofEuropean Journal of Psychology of Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241229
dc.subjectMath engagement; Math enjoyment; Math self-efficacy; Middle school students; Multiple-step multiple mediation model; Perceived parental math support
dc.titleThe effects of perceived parental math support on middle school students’ math engagement: the serial multiple mediation of math self-efficacy and math enjoyment
dc.typeArticle

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