Parental Socioeconomic Status, Academic Self-Efficacy, and Mathematics Achievement of Secondary Students in Ogun State

This study examines the pathway from parental socioeconomic status through academic self-efficacy to Mathematics achievement among senior secondary school students in Ogun State, South West Nigeria. While parental socioeconomic status has been consistently linked to student outcomes, the mediating psychological mechanisms, particularly academic self-efficacy, require more nuanced empirical treatment in the Nigerian context. The study employs a cross-sectional survey design with mediation analysis, drawing a sample of 420 Senior Secondary School Two students from 16 schools in Abeokuta South, Ifo, and Remo North local government areas. Data were collected using the Family Socioeconomic Status Scale, Bandura's Academic Self-Efficacy Scale (adapted), and students' school-based Mathematics examination scores. Path analysis using AMOS tested the hypothesised mediation model. Bourdieu's Social Reproduction Theory and Bandura's Social Cognitive Theory provide complementary theoretical foundations. Findings are anticipated to show that academic self-efficacy partially mediates the relationship between parental SES and Mathematics achievement, with direct SES effects remaining significant after accounting for self-efficacy. Gender differences in the mediation pathway are also examined. Recommendations address the Ogun State Ministry of Education, Mathematics teachers, and school counsellors on designing targeted self-efficacy-building interventions for students from lower socioeconomic backgrounds, including mentoring, achievement recognition, and mastery experience programming. Keywords: socioeconomic status, academic self-efficacy, Mathematics achievement, Ogun State, mediation