The Influence of Parental Beliefs and Learning-Related Behavior on Students' Reading Achievement: A Mediation Analysis

In this study, we examined the relationship between parental beliefs (self-efficacy, incremental theory, and failure mindset) and students’ reading achievement, mediated by parental learning-related behavior (controlling, autonomy support, and structuring). At two measurement points, a total of 755 students (5th and 6th grade) and their parents completed questionnaires, and students completed a standardized reading comprehension test. The results of structural equation models and mediation analysis showed that parental self-efficacy strongly predicted all three types of parental learning-related behavior, while parents’ failure mindset did not predict their behavior at all. Having a growth mindset was associated with less controlling behavior. Parental controlling and structuring behavior had negative effects on students’ reading achievement. The relationship between parental self-efficacy and students’ reading achievement was significantly mediated by parents’ controlling and structuring behavior. Furthermore, the impact of parents’ growth mindset on students’ reading achievement was mediated by parental controlling behavior. These findings offer valuable insights for optimizing parental learning support and have implications for improving future parent training on home-based involvement.