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Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs About Math

NCJ Number
Journal of Early Adolescence Volume: 29 Issue: 4 Dated: August 2009 Pages: 541-570
Melita Puklek Levpuscek; Maja Zupancic
Date Published
August 2009
30 pages
This study explored the relationships between math achievement and parental involvement, teachers, and student motivation in Slovenia.
Results suggest that Slovene eighth graders' representations of their parents' and math teachers' behavior uniquely contributed to explaining students' mastery goal orientation, self-efficacy, and final grade in math. Students' perceived classroom behavior of their teachers also explained a significant amount of variance in students' motivational parental involvement in their schoolwork. Furthermore, self-efficacy in math, but not goals to develop knowledge and mastery in math, mediated the relation between students' evaluations of the two social contests and math achievement. Findings provide additional support for the important role of students' perceptions of parents and teachers in adolescents' academic goal orientations, sense of academic competence, and their actual academic performance. Data were collected from 365 eighth grade students who were recruited in 13 schools from different regions of Slovenia (8 urban regions from 5 cities and 5 rural schools whose names were provided by the Slovene Bureau of Education and Development). Tables, figures, notes, and references


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