Parental Involvement and Students’ STEM Self-efficacy in Hong Kong: A Multigroup Analysis of Gender and Age Disparities

Abstract Science, Technology, Engineering, and Mathematics (STEM) self-efficacy refers to students’ belief in their ability to succeed in STEM-related tasks. Although parental involvement is known to positively influence students’ STEM self-efficacy, the relation between different types of parental involvement (e.g., discussions and activities) and students’ STEM self-efficacy across various age and gender groups remains understudied. This study examines the nuanced, age- and gender-specific associations between parental involvement and students’ STEM self-efficacy among primary and secondary students in Hong Kong, a high-performing education system where girls’ performance in Science and Mathematics were higher or similar to boys on the Program for International Student Assessment (PISA) in 2018 and 2022 respectively. Data from 712 students (49% female) from 6 primary and 6 secondary schools were collected via an online survey. Students’ demographic information, parental involvement, and STEM self-efficacy were analysed to address the research questions. Multigroup structural equation modelling revealed that primary students’ STEM self-efficacy benefited from parental STEM-related activities, while secondary students benefited from parental STEM-focused discussions. The relationship between parental involvement and STEM self-efficacy was consistent across genders in both age groups, indicating a consistent benefit of parental STEM involvement for both male and female students. The results of this study underscore the critical role of parental involvement in fostering students’ STEM self-efficacy and suggest that educational programs should include age-appropriate parental involvement elements to foster students’ self-efficacy development in STEM.