This study examines the direct and indirect effects of family socioeconomic status (SES), through parental involvement and self-confidence, on students' mathematics learning. The multilevel analyses are conducted within the context of Trends in International Mathematics and Science Study (TIMSS) 2011 in Turkey. Results indicate that two SES components - home educational resources and school composition - positively predict students' mathematics achievement. Furthermore, results indicate that parental involvement at home, and parental involvement in school activities, both have a mediating role between home educational resources, and school composition and mathematics achievement, respectively. Self-confidence appears as the strongest predictor of mathematics achievement, which also mediates the impact of both home educational resources, and parental involvement at home on achievement. Finally, the findings from this current study highlight the importance of multilevel analyses in examining the role of parental involvement in mediating the relationship between SES and students' mathematics achievement.

Keywords: Parental involvement, Self-confidence, Socioeconomic status, TIMSS mathematics achievement