Mother educational involvement as a mediator between beliefs, perceptions, attachment, and children’s school success in Taiwan

This study was designed to examine possible direct and indirect pathways from mothers’ beliefs, mothers’ perceptions, mother-child attachment, and mothers’ involvement to children’s school success. Mothers and their 8- to 11-year-old children (n = 100) in urban central Taiwan participated in this study. Mothers completed questionnaires regarding their beliefs, perceptions, educational involvement, and their child’s school achievement. Children completed an attachment measure and standardized assessments of school adjustment and academic self-concept. Findings revealed that mother involvement was related to mother beliefs and perceptions, but not to efficacy or attachment. Children’s school success indicators were related to mothers’ motivation, beliefs about teachers, perceived invitations for involvement, mother-child avoidant attachment, and mothers’ involvement. Path analysis revealed that mothers’ involvement completely mediated pathways from mother beliefs and perceptions to child school success. Findings suggest that the model is useful within a Taiwanese population, but should be further tested.