Family Educational Investment and Adolescents’ Self-Efficacy: The Mediating Role of Learning Motivation and the Moderating Effect of Gender
This study explores the relationship between family educational investment, learning motivation, and self-efficacy, with a novel focus on gender differences as a moderating factor. By addressing existing research gaps, the study aims to inform more evidence-based parenting strategies that promote adolescents’ academic achievement and psychological well-being. Utilizing a convenience sampling method, a structured questionnaire was administered incorporating validated scales to assess family involvement, student motivation, and self-efficacy. Descriptive statistics and mediation analyses were conducted on the collected data. Findings indicate that increased parental time investment is positively associated with higher levels of self-efficacy and learning motivation, and that improvements in self-efficacy are frequently accompanied by enhanced learning motivation.
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