Parenting Practices, Student Engagement, and Motivation as Influence of Academic Performance: A Mediation Analysis

Abstract

This study investigated the extent to which parenting practices, student engagement, and motivation predict academic performance among students and examined whether parenting practices mediate the relationship between student engagement and motivation, and academic performance. A total of 182 Grade 10 students participated in the study, completing validated instruments that measured parenting practices, engagement, motivation, and academic performance indicators. Using survey data and regression-based mediation analysis, the study tested whether student engagement and motivation mediate the relationship between parenting practices and academic performance. Results showed that student engagement significantly predicted academic performance, indicating a direct positive effect on Mathematics achievement. However, parenting practices did not significantly mediate the relationships between engagement and academic performance or between motivation and academic performance. Although students reported generally high engagement and motivation and moderate parenting support, no significant indirect effects were found in the mediation model. Overall, the findings suggest that academic performance in Mathematics is more strongly influenced by direct student engagement than by parenting-mediated pathways. The study highlights the importance of instructional strategies that promote active participation and sustained engagement in improving academic outcomes.