The Mediation Role of Reading Attitude and Parents School Involvement in Correlation between Academic Self-Efficacy and Academic Success

This study aims to determine the predictive power and mediation role of students’ reading attitudes and parents’ school involvement in the correlation between school success and academic self-efficacy of secondary school students. The research sample comprises 321 students (187 female, 134 male) attending 5th, 6th, 7th and 8th grades and their parents (193 mothers, 115 fathers and 13 others). Students were asked to complete Reading Attitude Scale and Academic Self-Efficacy Scale while parents filled Parent Involvement Scale. Student success was measured through the grade point averages at the end of the year. The path analysis model, one of the structural equation models, was used to detect correlations among research variables. The analysis revealed that students’ attitude towards academic reading (β=-.14; p<.01), aca- demic abilities (β=-.49; p<.01), school environment (β=21; p<.01), parents’ support for their children’s socio-cultural development (β=.16; p<.01) and their children’s voluntary active involvement in school life (β=-.10; p<.05) were found to have a sig- nificant effect on students’ academic success. Furthermore, students’ attitudes to- wards academic reading have a mediation role between the school environment and their academic success. In order to increase the academic success of the students, and to make a realistic assessment of their academic self-efficacy, school family cooperation should be provided and activities should be organized for students to gain habits to read different resources.