Abstract:
INTRODUCTION : The aim of the present study was to explore the relationship
between satisfaction with life and mathematics achievement among a nationally
representative sample of Grade 9 learners in South Africa.
METHODS : Using the Trends in Mathematics and Science Study (TIMSS 2019) based
on a sample of 20,829 learners (females = 11,067 and males = 9,719), and employing
structural equation modelling (SEM), we examined the nature of the relationship
between satisfaction with life and mathematics achievement, considering the role
of gender, parental involvement, and instructional clarity.
RESULTS : Our findings showed that satisfaction with life is positively related
to mathematics achievement, but is not moderated by gender. Additionally,
instructional clarity contributes to, and is a partial mediator of, the relationship
between life satisfaction and mathematics achievement. This suggests that greater
instructional clarity is positively associated with high achievement in mathematics,
over and above the relationship with satisfaction with life. By contrast, parental
involvement negatively mediates this relationship, suggesting that mathematics
achievement is negatively associated with certain forms of parental involvement,
such as setting time aside for homework; and checking if homework is done.
DISCUSSION : Given the tested linear relationship between life satisfaction, instructional
clarity and mathematics achievement, the results of the study suggest that if
wellbeing is improved and existing instructional practices are constantly reviewed,
mathematics scores could be positively affected. In addition, the emerging finding on
the negative role of parental involvement in the hypothesised mediated relationship
suggests that learners could benefit from properly tailored, and governmentsponsored,
afterschool tutoring.
