The Effects of Elementary School Students' Perceived Parental Educational Support on School Adjustment, Academic Engagement, and Satisfaction with Science Learning

The purpose of this study was to examine the direct and indirect effects of parental educational support activities, school adjustment, and academic engagement variables on elementary school students' perceived satisfaction with science learning and to identify the structural relationships among the variables. To this end, 230 students in grades 4-6 at S Elementary School in a metropolitan city were surveyed to examine the causal relationships among the variables. The results showed that elementary school students' perceived parental educational support activities, school life adjustment, and academic engagement had a direct effect on science learning satisfaction, and parental educational support activities had a direct effect on school life adjustment and academic engagement. In addition, parental educational support activities had an indirect effect on science learning satisfaction through school life adjustment and academic engagement. Therefore, it is necessary to educate elementary school students from a comprehensive perspective that considers parental educational support activities, school adjustment, and academic engagement in order to foster science learning satisfaction.