Work

How perceived parental educational aspirations predict primary school children's educational aspirations, mathematics achievement and social-emotional competence: the mediating role of mathematics self-beliefs

Year: 2025

Type: article

Abstract: Introduction Children's perceived parental educational aspirations play an important role in their development. However, few studies have examined the relationships between children's perceived parental educational aspirations and their own educational aspirations, mathematics achievement, and social-emotional competence (SEC), as well as the mediating role of mathematics self-beliefs in these relationships. This study investigated that how children's perceived parental educational aspirations were transmitted into their subsequent educational aspirations, mathematics achievement, and SEC through mathematics self-beliefs. Method Participants were 3,995 fourth-grade students in China (47.06% girls; M age = 10.76 years, SD = 0.90) selected through cluster random sampling method. Of these, 2,789 were followed up two years later. Students completed a questionnaire that included background information and scales measuring mathematics self-beliefs and SEC, as well as a mathematics achievement test. Structural equation modeling was conducted to examine the predictive effects of children's perceived parental educational aspirations on their educational aspirations, mathematics achievement, and SEC, and the mediating role of mathematics self-beliefs. Results Results indicated that perceived parental educational aspirations positively predicted mathematics self-beliefs (β = 0.13, p < 0.001), educational aspirations (β = 0.25, p < 0.001), mathematics achievement (β = 0.26, p < 0.001), and SEC (β = 0.14, p < 0.001). Mathematics self-beliefs also positively predicted educational aspirations (β = 0.29, p < 0.001), mathematics achievement (β = 0.45, p < 0.001), and SEC (β = 0.45, p < 0.001). Discussion These findings highlight the benefits of children's perceived parental educational aspirations for their development and the central role of mathematics self-beliefs. They suggest that when parents demonstrate positive educational expectations, children are more likely to develop positive self-beliefs, which in turn foster higher aspirations, stronger academic performance, and enhanced SEC.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2025.1633737

Authors: Jiaqi Yang, Yehui Wang

Institution: Beijing Normal University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $3,801