Djekourmane Denis, Zhang Yang, Zhang Xue, Wang Zhiyuan
Faculty of Education, Shaanxi Normal University, Xi'an, China.
Department of Education, Baoji University of Arts and Sciences, Baoji, China.
Front Psychol. 2025 Aug 29;16:1594131. doi: 10.3389/fpsyg.2025.1594131. eCollection 2025.
This study aims to investigates the relationship between school-based parental involvement and student math performance by examining the mediating role of student math self-efficacy in six top-performing countries and economies in Southeast Asia. Leveraging the subset data of 28,189 respondents from the Programme for International Student Assessment (PISA) 2022 and STATA version 15.1 software, we utilize partial least-squares structural equation modeling (PLS-SEM) to test the relationship. The results reveal significant positive correlations between school-based parental involvement, student math performance, and student math self-efficacy. Moreover, student math self-efficacy has a positive direct impact on student math performance. The study also finds that student math self-efficacy played a positive mediating role in the relationship between school-based parental involvement and student math performance. Based on the above findings, the study suggests that, to optimize math success, educational practices should not only foster school-based parental involvement but also create environments that foster student self-efficacy in mathematics. Further, the study emphasizes the importance of the cultural and Confucian heritage of education in Southeast Asia for contextual understanding. This approach provides a contextual cultural lens for understanding the relationship between school-based parental involvement and student math outcomes within the global for comparative interest towards student math skills. This study offers insightful theoretical and practical implications for policymakers, parents, educators, and researchers from regional and global perspectives.
本研究旨在通过考察学生数学自我效能感的中介作用，探究东南亚六个表现优异的国家和经济体中，基于学校的家长参与度与学生数学成绩之间的关系。利用国际学生评估项目（PISA）2022中28189名受访者的子集数据和STATA 15.1软件，我们采用偏最小二乘结构方程模型（PLS-SEM）来检验这种关系。结果显示，基于学校的家长参与度、学生数学成绩和学生数学自我效能感之间存在显著的正相关。此外，学生数学自我效能感对学生数学成绩有积极的直接影响。该研究还发现，学生数学自我效能感在基于学校的家长参与度与学生数学成绩之间的关系中起到了积极的中介作用。基于上述发现，该研究表明，为了优化数学学习的成功，教育实践不仅应促进基于学校的家长参与，还应营造能培养学生数学自我效能感的环境。此外，该研究强调了东南亚教育的文化和儒家传统对于情境理解的重要性。这种方法为理解基于学校的家长参与度与学生数学成绩之间的关系提供了一个情境文化视角，在全球范围内对学生数学技能的比较研究中具有参考价值。本研究从区域和全球视角为政策制定者、家长、教育工作者和研究人员提供了有深刻见解的理论和实践启示。
