A multiperspective study on the role of support and self-efficacy in middle school students using the CTCM method.

The Covid-19 pandemic has reshaped family-school dynamics, emphasizing the crucial role of parental involvement in students' academic outcomes. This study investigates the relationships between parental support, self-efficacy, and goal commitment in middle school students, addressing a gap in early educational research. Grounded in the Job Demands-Resources (JD-R) model, the study examines how support and self-efficacy, assessed from both parent and student perspectives, contribute to goal commitment. Data were collected from 425 parent-student dyads and analyzed using the Correlated-Trait Correlated-Method (CTCM) framework. Results indicate that support significantly enhance both goal commitment and self-efficacy. The model showed good fit indices, supporting the interdependence of the constructs. These findings underscore the importance of supportive parenting in fostering academic motivation and resilience. Practical implications include promoting family-school collaboration and implementing programs that enhance students' self-efficacy, thereby improving educational outcomes from an early age.