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.authoridSagkal, Ali Serdar/0000-0002-2597-8115
dc.authoridTural Sonmez, Melike/0000-0002-3302-6982
dc.contributor.authorSagkal, Ali Serdar
dc.contributor.authorSonmez, Melike Tural
dc.date.accessioned2025-01-21T16:45:25Z
dc.date.available2025-01-21T16:45:25Z
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.
dc.identifier.doi10.1007/s10212-020-00518-w
dc.identifier.endpage354
dc.identifier.issn0256-2928
dc.identifier.issn1878-5174
dc.identifier.issue2
dc.identifier.startpage341
dc.identifier.urihttps://doi.org/10.1007/s10212-020-00518-w
dc.identifier.urihttps://hdl.handle.net/20.500.12587/25640
dc.identifier.volume37
dc.identifier.wosWOS:000605850500001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherSpringer
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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