Parental Involvement and Mathematics Motivation in Senior High School: A Narrative Review of Support, Expectations, and Self-Efficacy Pathways
DOI:
https://doi.org/10.7719/irj.v27i1.1033Keywords:
mathematics motivation, parental involvement, rural education, SDG 4, self-efficacyAbstract
Mathematics motivation is a critical determinant of persistence, achievement, and sustained engagement in STEM pathways. In rural and resource-constrained contexts such as public senior high schools in the Philippines, institutional limitations often restrict students’ access to advanced learning opportunities. Parental involvement-through home-based support, emotional encouragement, communication, and expectations-emerges as a vital compensatory source of motivation. Using a narrative literature review design, this study synthesizes theoretical and empirical evidence from meta-analyses, longitudinal studies, and cross-cultural research published between 1995 and 2026. Guided by Expectancy-Value Theory, Self-Determination Theory, and Social Cognitive Theory, the review integrates global findings with Philippine-based and ASEAN-relevant literature, highlighting predictive effects, mediation by parental math self-efficacy, and moderation by socioeconomic status. Evidence consistently indicates that major parental involvement dimensions exert significant positive effects on mathematics motivation (B > 0.20, p < .01), collectively explaining approximately 25-40% of variance in motivation measures. Cultural values such as pakikipagkapwa further strengthen emotional encouragement in rural Filipino settings. This review contributes new knowledge by contextualizing global motivational theories within rural Philippine realities and offers actionable implications for strengthening family-school partnerships in pursuit of Sustainable Development Goals 4 (Quality Education) and 10 (Reduced Inequalities).
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of youth and adolescence, 45(6), 1053-1064. https://doi.org/10.1007/s10964-016-0431-4
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Copyright (c) 2026 Erica G. Tinapay, Jenesil P. Saducas, Darcy T. Tumulin, John Mark D. Ybañez, Devine A. Buta, Dolly Love C. Dagani, Aira Mie G. Tabulo
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
