Predicting Students’ Academic Achievement through Teaching and Parenting Styles: Self-Concept as a Mediator

Table 4

The direct and indirect effects of the parenting styles, teaching styles, and self-concept on math achievement.

F. MODEL	Estimate	SE	C.R.	Direct effects	Indirect effects	Squared multiple correlations
Mother.per → Math	−2.85	0.61		−0.17	—	—
TS. per → Math	−3.33	0.72		−0.16	—	—
SC.Math → Math	10.62	0.55		0.60	—	—
Father.ive → SC.Social	0.13	0.04		0.15	—	0.44
Mother.ive → SC.Social	0.11	0.05		0.10	—	—
Mother.ive → SC.Math	0.18	0.05		0.13	—	—
Mother.per → SC.Math	−0.14	0.03		−0.15	—	—
Ts.ive → SC.Math	0.39	0.05		0.34	—	—
Ts.ian → SC.Math	0.18	0.05		0.15	—
Mother.ive → Math	—	0.54		—	0.07	—
Mother.per → Math	—	0.32		—	−0.08	—
Ts.ive → Math	—	0.57		—	0.19	—
Ts.ian → Math	—	0.54		—	0.08	—

Note: PS.Father.ive, parenting styles, authoritative father; PS.Father.ian, parenting styles, authoritarian father; PS.Father.per, parenting styles, permissive father; PS.Mother.ive, parenting styles, authoritative mother; PS.Mother.ian, parenting styles, authoritarian mother; PS.Mother.per, parenting styles, permissive mother; TS.ive, teaching style, authoritative; TS.ian, teaching style, authoritarian; TS.per, teaching style, permissive; SC.Math, math self-concept; SC.Social, social self-concept; Math, math achievement. Estimate, unstandardized regression weights; SE, standard errors; C.R., regression weight estimate divided by the estimate of its standard error; direct effects, standardized regression weights. , , .