The Effects Of Parental Education Involvement On The Academic Achievement Of Junior Middle School Students: The Chain Mediating Role Of Perceived Social Support And Academic Self-efficacy

Junior high school is the end point of compulsory education in primary and secondary schools,and it is the key stage of whether you can enter high school or university.Parents often try to help their children improve their academic performance through education involvement.The junior high school stage is also in the adolescence of students,and their emotions are polarized,which is the most prone to conflict with their parents.Therefore,this study introduces two variables,social support and academic self-efficacy,to explore whether it plays a chain intermediary role between parents’ educational involvement and academic performance,in order to enrich the research on parents’ educational involvement and academic performance.In this study,914 junior high school students were taken as the research object,and the questionnaire survey was conducted by using the Parental Education Involvement Scale,Perceived Social Support Scale and Academic Self-efficacy Scale.SPSS26.0 and PROCESS3.3 were used to investigate the influence of junior high school students’ parental education involvement on their academic performance,and a chain intermediary model was constructed.The analysis results are as follows:(1)Junior high school students’ involvement in father education is at a low level,while their involvement in mother education is at a medium level.Junior high school students have a high level of understanding social support and a high level of academic self-efficacy.(2)There are gender differences in junior middle school students’ involvement in father education,and the level of male students’ involvement in father education is higher than that of female students;There is no gender difference in mother’s education involvement.There is no significant gender difference in junior middle school students’ perceived social support.There are significant gender differences in junior middle school students’ academic self-efficacy,and girls are significantly lower than boys.(3)Junior high school students’ parents’ educational involvement,perceived social support,and academic self-efficacy have significant differences in grades,and the differences are shown as the highest level in grade 7,followed by grade 8,and the lowest level in grade 9.(4)There is no significant difference between parents’ involvement in education,understanding social support and academic self-efficacy in junior middle school students’ only child.(5)Parental involvement in education,perception of social support,academic self-efficacy and academic achievement are significantly correlated.(6)Perceived social support and academic self-efficacy play a separate mediating role between father’s educational involvement and academic achievement,with indirect effect ratios of 32.02% and 36.52% respectively;Perceived social support and academic self-efficacy play a separate mediating role between mothers’ educational involvement and academic performance,with indirect effect ratios of 24.75% and 27.72%respectively.(7)Perceived social support and academic self-efficacy play a chain intermediary role between junior middle school students’ father’s involvement in education and academic performance,with an indirect effect ratio of 31.46%;Perceived social support and academic self-efficacy play a chain intermediary role between junior middle school students’ mother’s educational involvement and academic performance,and the indirect effect ratio is 27.70%.The conclusion of this study is that the way of parental education involvement needs to make students understand that it is an act supported by parents,make students feel concerned,supported and loved,support students to improve their academic self-efficacy,feel worthy of being loved,and then improve their academic performance,achieve a virtuous circle of pleasant learning experience,and form a lifelong learning mentality and concept.