Parental Attitudes, Beliefs, and Expectations – Correlations with Students’ Math Achievement in Austria

This study examines the role of parental attitudes, beliefs, and expectations in students’ math achievement, controlling for the students’ attitudes as well as the families’ socioeconomic status (SES). The TIMSS 2019 data of Austrian Grade 4 students were investigated using a covariance-based structural equation modelling (CB-SEM) approach. The results showed partially significant, negative correlations between parental beliefs and achievement, and this correlation was mediated by students’ attitudes. Furthermore, SES was a moderating factor, with a higher SES positively mediating the negative correlation between parental beliefs and achievement. However, parental math utility values were not significantly associated with math achievement. These findings suggest that for teachers, awareness of the association between parental attitudes, beliefs, and expectations and math achievement is essential to support students. Moreover, including parents in school life and ensuring good communication between all parties are vital for enhancing student learning.