Predicting Students’ Academic Achievement through Teaching and Parenting Styles: Self-Concept as a Mediator
Understanding how individual, school, and social factors interact to shape students’ academic achievement gives a better insight into the relative effects of these factors in the presence of other variables. The current study (N = 604) utilized a mediation model to examine the mediation role of two...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Hindawi Limited
2024-01-01
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| Series: | Education Research International |
| Online Access: | http://dx.doi.org/10.1155/2024/9614992 |
| Summary: | Understanding how individual, school, and social factors interact to shape students’ academic achievement gives a better insight into the relative effects of these factors in the presence of other variables. The current study (N = 604) utilized a mediation model to examine the mediation role of two dimensions of students’ self-concept (academic and social) in the relationships between teaching and parenting styles and students’ Mathematics achievement. The researchers used a non-Western sample of middle school Omani students. Direct significant effects were found for permissive mothers, permissive teachers, and Mathematics self-concept on students’ Mathematics achievement. Mothers’ parenting styles’ effects were more pronounced than fathers’ styles on children’s self-concept and Mathematics achievement. All three teaching styles significantly predicted Mathematics achievement directly or indirectly through self-concept. Mathematics self-concept acted as a mediator in this model while social self-concept did not. The findings are discussed within a cultural context. |
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| ISSN: | 2090-4010 |