<b>MATHEMATICS ACHIEVEMENT IN PALESTINE: HOW PARENTAL ATTITUDES SHAPE OUTCOMES VIA INVOLVEMENT</b>

<b>MATHEMATICS ACHIEVEMENT IN PALESTINE: HOW PARENTAL ATTITUDES SHAPE OUTCOMES VIA INVOLVEMENT</b>Abstract: Objectives: This study examined the mediating role of parental involvement in mathematics education, focusing on how parents' attitudes toward mathematics influence their children’s achievement in Palestinian public schools. Methods: A sequential mixed-methods design was employed, including qualitative interviews with 14 parents and a quantitative survey of 188 parents of eighth-grade students. Structural Equation Modelling (SEM) analysed the relationships between parental attitudes toward mathematics (PATM), parental involvement styles in children's mathematics education (PICEM), and children’s mathematics achievement (CMA). Results: PICEM significantly mediated the relationship between PATM and CMA. PATM reduced negative involvement styles such as excessive interference/over-participation (β = -.27, p &lt; .001), reprimands/punishment (β = -.20, p = .006), and neglect (β = -.19, p = .008), while enhancing positive practices such as communication with school staff (β = .40, p &lt; .001) and direct academic support (β = .18, p = .006). Critically, these involvement styles acted as mediators: negative styles suppressed achievement, while positive styles enhanced it. Although PATM had a direct positive effect on achievement (β = .14, p = .023), the total standardized effect (β = .37, p &lt; .001) underscored the pivotal mediating role of parental involvement in translating attitudes into academic outcomes. Conclusions: Parental involvement mediated the link between parental attitudes toward math and children's math achievement. Positive attitudes improved achievement, while negative styles hindered it. Supportive engagement is crucial, especially in contexts like Palestine, where systemic challenges heighten the role of families in academic success. <br>

**巴勒斯坦学生数学学业成就：父母态度如何通过参与行为影响学业成果**

摘要：
研究目的：本研究聚焦巴勒斯坦公立学校场景，考察父母数学教育参与的中介作用，具体探讨父母对数学的态度如何影响子女的数学学业表现。
研究方法：本研究采用序贯混合研究设计，包含针对14名家长的质性访谈，以及面向188名八年级学生家长的量化问卷调查。采用结构方程模型（Structural Equation Modelling, SEM），分析父母数学态度（Parental Attitudes Toward Mathematics, PATM）、子女数学教育父母参与方式（Parental Involvement Styles in Children's Mathematics Education, PICEM）与子女数学学业成就（Children’s Mathematics Achievement, CMA）三者间的关联。
研究结果：PICEM在PATM与CMA的关系中发挥了显著的中介作用。PATM可显著降低诸如过度干预/过度参与（β = -.27, p < .001）、斥责/惩罚（β = -.20, p = .006）与忽视（β = -.19, p = .008）等负面参与行为，同时提升与学校教职工沟通（β = .40, p < .001）、直接学业支持（β = .18, p = .006）等正向参与实践。尤为关键的是，上述参与方式均承担了中介角色：负面参与方式会抑制子女学业成就，而正向参与方式则可提升其成就。尽管PATM对学业成就存在直接正向影响（β = .14, p = .023），但总标准化效应（β = .37, p < .001）进一步凸显了父母参与在将父母态度转化为学业成果过程中的核心中介作用。
研究结论：父母参与在父母数学态度与子女数学学业成就之间发挥了中介作用。正向的父母数学态度能够提升子女学业成就，而负面的参与方式则会阻碍其发展。在诸如巴勒斯坦这类存在系统性挑战、家庭对学生学业成功的作用愈发凸显的环境中，支持性的父母参与行为至关重要。

搜集汇总

背景与挑战

背景概述

该数据集聚焦于巴勒斯坦公立学校中父母态度如何通过参与方式影响八年级学生数学成绩的研究。研究采用混合方法，结合定性访谈和定量调查，使用结构方程模型分析发现父母参与在父母态度与数学成绩之间起关键中介作用，积极态度促进成绩提升，而消极参与方式则抑制成绩。数据集强调了在巴勒斯坦等系统性挑战背景下，家庭支持对学术成功的重要性。