TY - JOUR
T1 - Predicting Students' Academic Achievement through Teaching and Parenting Styles
T2 - Self-Concept as a Mediator
AU - Alrajhi, Marwa Nasser
AU - Aldhafri, Said Suliman
N1 - Publisher Copyright:
© 2024 Marwa Nasser Alrajhi and Said Suliman Aldhafri.
PY - 2024/1/29
Y1 - 2024/1/29
N2 - 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.
AB - 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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U2 - 10.1155/2024/9614992
DO - 10.1155/2024/9614992
M3 - Article
AN - SCOPUS:85184898803
SN - 2090-4002
VL - 2024
JO - Education Research International
JF - Education Research International
M1 - 9614992
ER -