Family Processes Affect Students' Motivation, and Science and Math Achievement in Cypriot High Schools

Abstract

This study examines the influence of home environment on male and female high school students' motivation and achievement. A stratified random sample of 737 students and their parents was selected as a representative sample for Cyprus. The data were analyzed by the partial least square path analysis (Sellin, 1990). Results indicate that the best predictor for high school students' achievement is their prior ability. Math and science self-concepts were found to be positive predictors for students' science and math achievement. Parental pressure was found to be a negative predictor of motivation and math and science achievement-especially for girls. Parental psychological support was found to affect students' motivation directly and their achievement indirectly. Socioeconomic status was found to have important indirect and direct effects on many of the variables. The results of the study suggest the establishment of closer lines of communication between home and school.