Assistant Professor Dr. Prakash Chandra Pandey, Assistant Professor Mr. Gaurav Raghuvanshi
Abstract- This study explores the intricate interplay between socioeconomic status (SES), parental involvement, and self-efficacy in shaping mathematics achievement among high school students. Mathematics, as a critical foundation for academic success and career readiness, necessitates a deeper understanding of the factors influencing student performance. The research utilized a diverse sample of high school students to investigate the extent to which these variables impact mathematical outcomes. Socioeconomic status was examined as a broad indicator of resource availability and opportunities, while parental involvement captured the role of family support in academic pursuits. Self-efficacy, representing students’ confidence in their ability to succeed, was analyzed as a psychological determinant of performance. Together, these dimensions offer a comprehensive view of the external and internal influences on mathematics achievement. The findings underscore a significant correlation between higher SES, increased parental involvement, and elevated self-efficacy with improved mathematics performance. Students from advantaged socioeconomic backgrounds often benefit from greater access to resources, such as tutoring and extracurricular programs, which enhance their learning experiences. Similarly, active parental involvement, including assistance with homework and encouragement, was found to positively influence academic outcomes. High self-efficacy further emerged as a critical factor, with students demonstrating greater resilience and motivation in tackling mathematical challenges. These insights highlight the pressing need for educational policies and interventions that address systemic disparities, promote parental engagement, and foster self-efficacy among students from diverse backgrounds, thereby creating equitable opportunities for mathematical success.
