ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1633737
How perceived parental educational aspirations predict primary school children's educational aspirations, mathematics achievement and social-emotional competence: The mediating role of mathematics self-beliefs
Provisionally accepted
- Beijing Normal University, Beijing, China
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Children's perceived parental educational aspirations play an important role in their development. However, few studies have examined the relationships between children's perceived parental educational aspirations and their own educational aspirations, mathematics achievement, and social-emotional competence (SEC), as well as the mediating role of mathematics self-beliefs in these relationships. This study investigated that how children's perceived parental educational aspirations were transmitted into their subsequent educational aspirations, mathematics achievement, and SEC through mathematics self-beliefs. Participants were 3,995 fourth-grade students in China (47.06% girls; M age= 10.76 years, SD = 0.90) selected through cluster random sampling method. Of these, 2,789 were followed up two years later. Students completed a questionnaire that included background information and scales measuring mathematics self-beliefs and SEC, as well as a mathematics achievement test. Structural equation modeling was conducted to examine the predictive effects of children's perceived parental educational aspirations on their educational aspirations, mathematics achievement, and SEC, and the mediating role of mathematics self-beliefs. Results indicated that perceived parental educational aspirations positively predicted mathematics self-beliefs (β = 0.13, p < 0.001), educational aspirations (β = 0.25, p < 0.001), mathematics achievement (β = 0.26, p < 0.001), and SEC (β = 0.14, p < 0.001). Mathematics self-beliefs also positively predicted educational aspirations (β = 0.29, p < 0.001), mathematics achievement (β = 0.45, p < 0.001), and SEC (β = 0.45, p < 0.001). These findings highlight the benefits of children's perceived parental educational aspirations for their development and the central role of mathematics self-beliefs. They suggest that when parents demonstrate positive educational expectations, children are more likely to develop positive self-beliefs, which in turn foster higher aspirations, stronger academic performance, and enhanced SEC.
Keywords: perceived parental educational aspirations, Educational aspirations, mathematics achievement, social-emotional competence, Mathematics self-beliefs
Received: 23 May 2025; Accepted: 02 Sep 2025.
Copyright: © 2025 Yang and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Yehui Wang, Beijing Normal University, Beijing, China
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