Relationship between Parents' Educational Expectations and Academic Self-Efficacy Mediated by Achievement Goals, Task Value and Parental Involvement in Education

The present study investigates the relationship between parents’ educational expectations and academic self-efficacy mediated by task value, achievement goals, and parental involvement in education in first-grade high school students in Farooj city, Iran. To this end, a correlational design was used. The study’s statistical population included all first-grade high school students in 2021 of Farooj city (N = 2278). In this study, 329 people (165 girls and 164 boys) were selected using the cluster random sampling method as the research sample. The participants completed the Academic Self-Efficacy Scale by Morgan and Jinks (1999), Achievement Goal Questionnaire (AGQ) by Elliot and McGregor (2001), Task Value Subscale by Pintrich et al. (1991), Scale of Educational Aspirations and Expectations for Adolescents (SEAEA) by Jacob’s (2010), and Family Involvement Scale by Manz et al. (2004). Data analysis was performed using structural equation modeling (SEM). Results indicated that the educational expectations did not have a direct effect on academic self-efficacy; however, they had a significant indirect effect on academic self-efficacy through homework value (p < .05) and through parental involvement in educational activities (p <.05). Furthermore, results showed that parents’ educational expectations did not significantly affect academic self-efficacy through the achievement goals. In general, parents’ expectations shape learners’ beliefs about the importance of the lessons and the degree of involvement and participation in academic activities. Also, these beliefs affect students’ academic self-efficacy.