Perceived Parental Support as a Predictor of Student Achievement: A Cross-National Analysis of PISA 2022 Data

The family environment is considered a critical factor in explaining achievement disparities in international student assessments. Investigating whether the quality of parental support is associated with student achievement across diverse socio-cultural contexts could create opportunities for developing effective educational policies. This study aims to examine, using the PISA 2022 dataset, whether perceived parental support among 15-year-old students predicts their achievement in Mathematics, Science, and Reading. The study employs a correlational research design, a method suitable for examining relationships and predictions. PISA 2022 student data from a diverse set of countries representing various levels of achievement and socio-cultural backgrounds were utilized, including Brazil, Costa Rica, Hong Kong, Hungary, Ireland, Macao, Mexico, the Netherlands, New Zealand, Panama, Saudi Arabia, Slovenia, Spain, and the UAE. Perceived parental support was measured using eight sub-items from question ST163, located within the well-being section of the student questionnaire. Data analysis was conducted using the IEA IDB Analyzer, a program designed for PISA data and run via the PISA 2022 SPSS data file. To analyze achievement in Mathematics, Science, and Reading, all ten Plausible Values (PVs) for each domain were utilized along with the final student weight variable (W_FSTUWT). Multiple linear regression analysis was performed to examine the predictive relationships. The results of the analysis reveal that the dimensions of parental support examined show statistically significant relationships with achievement in all three PISA domains: Mathematics, Science, and Reading. Supportive parental approaches—such as helping with schoolwork, showing interest, allowing students to do things they enjoy, and encouraging them to make their own decisions—were found to be positive predictors of achievement in Mathematics, Science, and Reading. Conversely, parental approaches that were overly controlling or infantilizing were identified as negative predictors of achievement in all three domains. Furthermore, a noteworthy finding was that parental efforts to understand their child's problems and to improve the student's morale were also found to be negative predictors of achievement across all three core PISA domains. In conclusion, based on a participant group from diverse international and socio-cultural backgrounds, this study confirms that perceived parental support is a significant determinant of student achievement in Mathematics, Science, and Reading.