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<p>To investigate the mechanisms by which family factors influence science achievement for elementary students, this study surveyed 4095 fourth-grade students (52.36% male) from six provinces or cities in mainland China. Based on Ecological Systems Theory, social cognitive theory, and self-determination theory, the study examined the relationships between family socioeconomic status (SES), parental educational involvement, students’ attitudes toward science, and science achievement, while considering groups with different levels of science achievement using multi-group structural equation modeling (SEM). The findings showed that (1) Parental educational involvement and attitudes toward science could independently mediate the relationship between SES and science achievement, and jointly serve as chain mediators in this relationship and (2) The mediating effect of both parental educational involvement and attitudes toward science varied among groups with different levels of science achievement. These conclusions offer both theoretical and practical insights for enhancing parental engagement in children’s education and fostering collaboration between families and schools to improve students’ science academic achievement.</p>

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The Interplay of Family SES, Parental Involvement, and Science Attitudes on Achievement: A Multi-Group Mediation Analysis of High- and Low-Achieving Chinese Elementary Students

  • 期刊论文

  • 发表日期：

    2026年2月6日

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  • Yuting Tan,
  • Tao Yang

摘要

To investigate the mechanisms by which family factors influence science achievement for elementary students, this study surveyed 4095 fourth-grade students (52.36% male) from six provinces or cities in mainland China. Based on Ecological Systems Theory, social cognitive theory, and self-determination theory, the study examined the relationships between family socioeconomic status (SES), parental educational involvement, students’ attitudes toward science, and science achievement, while considering groups with different levels of science achievement using multi-group structural equation modeling (SEM). The findings showed that (1) Parental educational involvement and attitudes toward science could independently mediate the relationship between SES and science achievement, and jointly serve as chain mediators in this relationship and (2) The mediating effect of both parental educational involvement and attitudes toward science varied among groups with different levels of science achievement. These conclusions offer both theoretical and practical insights for enhancing parental engagement in children’s education and fostering collaboration between families and schools to improve students’ science academic achievement.