<b>MATHEMATICS ACHIEVEMENT IN PALESTINE: HOW PARENTAL ATTITUDES SHAPE OUTCOMES VIA INVOLVEMENT</b>

<b>MATHEMATICS ACHIEVEMENT IN PALESTINE: HOW PARENTAL ATTITUDES SHAPE OUTCOMES VIA INVOLVEMENT</b>Abstract: Objectives: This study examined the mediating role of parental involvement in mathematics education, focusing on how parents' attitudes toward mathematics influence their children’s achievement in Palestinian public schools. Methods: A sequential mixed-methods design was employed, including qualitative interviews with 14 parents and a quantitative survey of 188 parents of eighth-grade students. Structural Equation Modelling (SEM) analysed the relationships between parental attitudes toward mathematics (PATM), parental involvement styles in children's mathematics education (PICEM), and children’s mathematics achievement (CMA). Results: PICEM significantly mediated the relationship between PATM and CMA. PATM reduced negative involvement styles such as excessive interference/over-participation (β = -.27, p &lt; .001), reprimands/punishment (β = -.20, p = .006), and neglect (β = -.19, p = .008), while enhancing positive practices such as communication with school staff (β = .40, p &lt; .001) and direct academic support (β = .18, p = .006). Critically, these involvement styles acted as mediators: negative styles suppressed achievement, while positive styles enhanced it. Although PATM had a direct positive effect on achievement (β = .14, p = .023), the total standardized effect (β = .37, p &lt; .001) underscored the pivotal mediating role of parental involvement in translating attitudes into academic outcomes. Conclusions: Parental involvement mediated the link between parental attitudes toward math and children's math achievement. Positive attitudes improved achievement, while negative styles hindered it. Supportive engagement is crucial, especially in contexts like Palestine, where systemic challenges heighten the role of families in academic success. <br>