Parental Self-Efficacy in Helping Children Succeed in School Favors Math Achievement
Bibliographic record
Abstract
Parents play an important role in children’s academic achievement. The purpose of the present study was to explore the internal structure of an established parent survey and to investigate the relationships among different aspects of parental involvement in predicting children’s mathematics achievement. The study involved secondary data from 139 parents and math achievement scores of 121 elementary school-aged children. Guided by Hoover-Dempsey and Sandler’s Revised Parent Involvement Process model, a Principal Component Analysis with direct oblimin rotation was conducted on the parent survey, followed by path analysis to predict children’s math achievement. Five principal components were retained. Standardized results of the path analysis indicated that parental self-efficacy had the largest direct effect on children’s math achievement. Moreover, parental self-efficacy was favored directly by parental perceptions of specific school invitations to become involved. These findings shed light on the interplay between parental involvement and children’s achievement and underscore the importance of school-family collaboration, which can potentially link to parental self-efficacy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".