Parental support and its relationship with primary school children’s science self-concept and interest: the mediating effect of growth mindset

Abstract Students’ motivational characteristics, such as growth mindset, self-concept, and interest are significant for their academic outcomes. Previous research shows that parental support plays a crucial role. Children who perceive parental support through homework assistance and encouragement show a more positive self-concept and subject-related interest. However, little is known about the mechanism underlying these relations, particularly the mediating role of children’s growth mindset. As children’s growth mindset is linked to both parental support and self-concept and interest, we assume that it might play an important role in the outlined relationships between parental support and both children’s science self-concept and science interest. In order to address this research gap, children’s growth mindset is examined as a mediator and thus as an explanation for the expected relations. We collected cross-sectional survey data from 401 primary school students (mean age 10.97 years; 46.88% female, 52.87% male, and 0.25% non-binary). We conducted structural equation modelling and mediation analysis. The results show significant relationships between parental support and primary students’ science self-concept and interest, respectively. Growth mindset fully mediates the relation between parental support and science self-concept and partially mediates the relation with science interest. The present study reveals how parental support relates to children’s science self-concept and science interest, highlighting children’s growth mindset as a mediator. These findings show parental support as an important resource for children’s growth mindset which is linked to other motivational characteristics that benefit their academic outcomes.