A COMPARATIVE-CORRELATIONAL STUDY OF UPPER ELEMENTARY AND MIDDLE SCHOOL STUDENTS' PERCEPTIONS OF PARENTAL INFLUENCE AND SELF-EFFICACY FOR LEARNING MATHEMATICS WITH MATHEMATICS ACADEMIC ACHIEVEMENT AT PAN-ASIA INTERNATIONAL SCHOOL, BANGKOK, THAILAND
Keywords:
Perceptions of parental influence on learning mathematics, self-efficacy for learning mathematics, mathematics academic achievement.Abstract
The purpose of this study was to investigate whether there was a significant relationship between perceived parental influence and self-efficacy for learning mathematics with mathematics academic achievement and also whether there was a significant difference in perceived parental influence on learning mathematics and in students' self-efficacy for learning mathematics for upper elementary and middle school students at Pan-Asia International School Bangkok, Thailand. The research was conducted among 41 upper elementary students and 49 middle school students enrolled in the academic year 2020 - 2021. The Students' Perceptions of Parental Influence and Self-Efficacy for Learning Mathematics Questionnaire was used to collect data to measure students' levels of perceived parental influence and self-efficacy for learning mathematics. The November 2020 Measures of Academic Progress (MAP) mathematics scores were used to determine the students' mathematics academic achievement. Descriptive statistics such as means, standard deviations, independent samples t-test, and multiple correlation coefficient analysis were used to analyze the data. A multiple correlation coefficient analysis revealed there was a
significant, positive, and moderately strong multiple correlations between self-efficacy for learning mathematics and mathematics academic achievement for both upper elementary and middle school students. However, there was a very weak and positive correlation between upper elementary students' perceptions of parental influence on learning mathematics and mathematics academic achievement. It also indicated that there was a very weak and negative correlation between middle school students' perceptions of parental influence on learning mathematics and mathematics academic achievement. Independent samples t-test revealed that there was a significant difference between the upper elementary and middle school students' perceptions of parental influence on learning mathematics, while no significant difference between the upper elementary and middle school students' self-efficacy for learning mathematics.
References
Bandura, A. (1977). Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press
Cairney, T. H. (2000). Beyond the classroom walls: The rediscovery of the family and community as partners in education. Educational Review Journal, 52. 163-174.
Cao, Z., Bishop, A., & Forgasz, H. (2006). Perceived Parental Influence on Mathematics Learning: A Comparison Among Students in China and Australia. Educational Studies in Mathematics, 64, 85–106. Chang, Y.L. (2015). Examining Relationships among Elementary Mathematics Teacher Efficacy and Their Students' Mathematics Self-efficacy and Achievement. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1307-1320.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4), 325-346. Ferraces Otero, M. J., Mar, L. M., Otero, A. G., & Santos Rego, M. A. (2021). Students' Mediator Variables in the Relationship between Family Involvement and Academic Performance: Effects of the Styles of Involvement. Psicología Educativa, 27(1), 85-92.
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles are associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154.
Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec& L. Kuczynski, Parenting and children's internalization of values: A handbook of contemporary theory (pp. 135–161). John Wiley & Sons Inc. Ing, M. (2014). Can Parents Influence Children's Mathematics Achievement and Persistence in STEM Careers? Journal of Career Development, 41(2), 87–103.
May, D. K. (2009). Mathematics Self-Efficacy and Anxiety Questionnaire [Doctoral Dissertation, University of Georgia].
Moutsios-Rentzos, A., Chaviaris, P., & Kafoussi, S. (2015). School socio-cultural identity and perceived parental involvement about mathematics learning in Greece. REDIMAT, 4(3), 234-259. doi: 10.4471/redimat.2015.1527.
National Council of Teachers of Mathematics (2000). Executive Summary Principles and Standards for School Mathematics. Reston, VA: NCTM.
Nicolaidou, M., & Philippou, G. (2004). Attitudes towards mathematics, self-efficacy, and achievement in problem-solving. European Research in Mathematics Education III. Pisa: University of Pisa, 1-11.
Northwest Evaluation Association. (2011). Technical manual for measures of academic progress (MAP) and measures of academic progress for primary grades (MPG). https://www.richland2.org/RichlandDistrict/media/Richland-District/AdvancED/Standard%205/5.1/5-1-NWEA-Technical-Manual-for-MAP-and-MPG.pdf
Northwest Evaluation Association. (2015). 2015 NWEA measures academic progress normative data. https://teach.mapnwea.org/impl/MAPGrowthNormativeDataOverview.pdf Pan, Y. (2007). Parental involvement with children's mathematics learning in American and Chinese families during school transition periods. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(6-A), 2323.
Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42(2), 190–198
Parsons, B. S. & Gonzalez, O. R. G. (2018). A Comparative Study of Mathematics Self-Efficacy and Anxiety Levels of Grades 10-12 Students at Thai Christian School Before and After Supplemental Practice Use of The Mathematics E-Learning Application Website Khan Academy. Scholar: Human Sciences, 10(2), 207.
Perez, E. D. & Ye, Y. (2013). The Relationship between Mathematics Self-efficacy and Mathematics Achievement of Mathayomsuksa Students in the English Program of St. Joseph Bangna School. Scholar: Human Sciences, 5(2), 82. Recber, S., Isiksal, M., & Koc, Y. (2018). Investigating Self-Efficacy, Anxiety, Attitudes and Mathematics Achievement Regarding Gender and School Type. Anales De Psicología, 34(1), 41-51.
Ryan, R. M., & Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. Silinskas, G., & Kikas, E. (2019). Parental involvement in math homework: Links to children's performance and motivation. Scandinavian Journal of Educational Research, 63(1), 17–37. Sriampai, P. (1988). Attitude toward mathematics, mathematics anxiety, and mathematics achievement related to gender and academic program. (Publication No. 303687836) [Doctoral dissertation, University of Missouri - Columbia]. ProQuest Dissertations and Theses database. Svrcek, L. J. (1990). Perceived parental influence accommodated learning style preferences and students' attitudes toward learning as they relate to reading and mathematics achievement (Publication No. 1810435048) [Doctoral dissertation, St. John's University]. ProQuest Dissertations and Theses database. Yıldız, P., Çiftçi, Ş.K., & Özdemir, I. (2019). Mathematics self-efficacy beliefs and sources of self-efficacy: A Descriptive Study with two Elementary School Students. The International Journal of Progressive Education, 15, 194-206.
