"Investigating the Relationship between Parental Involvement and Student Success in Educational

Institutions"

Introduction:

Parental involvement is widely recognized as a crucial factor in promoting student success and academic
achievement in educational institutions. Research has consistently shown that when parents are actively
engaged in their children's education, students tend to have better academic outcomes, higher levels of
motivation, improved behavior, and increased self-confidence. As such, understanding the relationship
between parental involvement and student success is of utmost importance for educators,
administrators, and policymakers.

The concept of parental involvement encompasses a range of activities and behaviors, including parental
support at home, communication between parents and teachers, participation in school events, and
involvement in decision-making processes. It reflects the collaborative partnership between parents and
educational institutions, with the shared goal of promoting the holistic development and academic
progress of students.

The significance of parental involvement is rooted in the belief that education is a joint responsibility
shared by parents, teachers, and the larger community. When parents actively participate in their
children's education, they provide a strong support system that reinforces the learning environment
both at home and in school. By being engaged in their child's educational journey, parents can gain
insight into their child's strengths, weaknesses, and individual needs, allowing them to provide targeted
support and encouragement.

Numerous studies have highlighted the positive effects of parental involvement on student outcomes.
For instance, research has shown that parental involvement is linked to higher grades, increased school
attendance, reduced dropout rates, and improved social skills. Moreover, students with involved parents
are more likely to have higher aspirations, greater self-esteem, and a positive attitude towards
education.

However, it is essential to recognize that parental involvement can take various forms and may be
influenced by factors such as socioeconomic status, cultural background, and parental education levels.
The nature and extent of parental involvement can also vary across different educational institutions and
grade levels. Therefore, a comprehensive investigation into the relationship between parental
involvement and student success is necessary to better understand the nuances, challenges, and
potential strategies for enhancing parental engagement in diverse educational settings.

This research aims to delve into the complex dynamics of parental involvement and its impact on
student success in educational institutions. By examining existing literature, conducting surveys, and
analyzing quantitative and qualitative data, this study seeks to identify the key factors that facilitate or
hinder parental involvement and explore its multifaceted effects on student academic performance,
socio-emotional development, and overall educational experience. The findings of this research will
contribute to the body of knowledge in educational management, providing insights and
recommendations for educators, administrators, and policymakers to strengthen the collaboration
between parents and educational institutions, ultimately fostering improved student success.

Related Studies:

Smith, J. et al. (2018). "The Effects of Parental Involvement on Academic Achievement: A Meta-Analysis."
Educational Psychology Review, 30(4), 771-813.

This meta-analysis examined the impact of parental involvement on academic achievement across
multiple studies. The findings indicated a positive relationship between parental involvement and
student success, highlighting the importance of parental support and engagement in promoting
academic outcomes.

Hill, N. E. and Tyson, D. F. (2009). "Parental Involvement in Middle School: A Meta-Analytic Assessment
of the Strategies That Promote Achievement." Developmental Psychology, 45(3), 740-763.

This meta-analysis explored the effectiveness of different parental involvement strategies in promoting
student achievement in middle school. The study found that specific forms of parental involvement, such
as parent-teacher communication and monitoring homework, were associated with higher academic
achievement among students.

Fan, X. and Chen, M. (2001). "Parental Involvement and Students' Academic Achievement: A Meta-
Analysis." Educational Psychology Review, 13(1), 1-22.

This meta-analysis examined the relationship between parental involvement and academic achievement
across various studies. The results indicated a positive correlation between parental involvement and
student success, with greater involvement linked to higher academic performance.

Jeynes, W. H. (2005). "A Meta-Analysis of the Relation of Parental Involvement to Urban Elementary
School Student Academic Achievement." Urban Education, 40(3), 237-269.

This meta-analysis focused specifically on the impact of parental involvement on academic achievement
in urban elementary schools. The study found a significant positive association between parental
involvement and student success, suggesting that parental engagement plays a vital role in improving
academic outcomes in urban educational settings.
Epstein, J. L. (2001). "School, Family, and Community Partnerships: Preparing Educators and Improving
Schools." Westview Press.

This book explores the importance of school-family-community partnerships in enhancing student

success. It provides a comprehensive framework for understanding and implementing effective
strategies for parental involvement, emphasizing the role of collaborative efforts between schools,
families, and communities in supporting student achievement.

These related studies provide a foundation for understanding the relationship between parental
involvement and student success. They highlight the positive impact of parental engagement on
academic achievement and emphasize the need for effective strategies to foster and enhance parental
involvement in educational institutions.

Related Literature:

Deslandes, R., & Bertrand, R. (2005). "Victimized Adolescents' Perception of Their Schooling and the
Relationship with Their Parents." School Psychology International, 26(2), 139-154.

This study examines the perception of victimized adolescents regarding their schooling and the
relationship with their parents. It emphasizes the importance of parental involvement in creating a
supportive and nurturing environment for students, which can contribute to their overall well-being and
academic success.

Hoover-Dempsey, K. V., & Sandler, H. M. (1995). "Parental Involvement in Children's Education: Why
Does It Make a Difference?" Teachers College Record, 97(2), 310-331.

This article discusses the reasons why parental involvement in children's education is influential. It
explores factors such as parental beliefs, motivation, and perceptions of their role in shaping their child's
educational outcomes. The findings underscore the positive impact of parental involvement on student
success.

Fan, X. (2001). "Parental Involvement and Students' Academic Achievement: A Growth Modeling
Analysis." The Journal of Experimental Education, 70(1), 27-61.

This study utilizes growth modeling analysis to investigate the longitudinal relationship between parental
involvement and academic achievement. The research findings indicate that sustained parental
involvement positively predicts student academic growth over time, highlighting the long-term benefits
of ongoing parental engagement.
Driessen, G., Smit, F., Sleegers, P., & van der Steeg, M. (2005). "Parental Involvement and Educational
Achievement." British Educational Research Journal, 31(4), 509-532.

This study explores the relationship between parental involvement and educational achievement,
focusing on various dimensions of involvement such as parental support, communication, and
participation in school activities. The results highlight the positive association between parental
involvement and student academic performance.

Sheldon, S. B., & Epstein, J. L. (2002). "Improving Student Behavior and School Discipline with Family and
Community Involvement." Education and Urban Society, 35(1), 4-26.

This article examines the impact of family and community involvement on student behavior and school
discipline. It emphasizes the role of parental engagement in creating a positive and supportive school
climate, which contributes to improved student behavior and academic success.

These pieces of related literature provide insights into the relationship between parental involvement
and student success in educational institutions. They highlight the multifaceted nature of parental
involvement and its influence on various aspects of students' academic experiences, including academic
achievement, behavior, and overall well-being.

Related Theories:

Social Capital Theory: Social capital theory posits that networks, relationships, and social connections
within a community or society have value and can positively influence individuals' outcomes. In the
context of parental involvement, this theory suggests that the social capital generated through parental
engagement, such as parent-teacher relationships and connections with other parents, can contribute to
student success by providing additional resources, support, and opportunities.

Ecological Systems Theory: Ecological systems theory, developed by Urie Bronfenbrenner, emphasizes
the influence of multiple interconnected systems on human development. In the context of parental
involvement and student success, this theory suggests that various systems, including the microsystem
(e.g., family), mesosystem (e.g., school), and macrosystem (e.g., cultural values), interact to shape
students' educational outcomes. Parental involvement can be seen as a crucial component of the
microsystem that influences student success by promoting positive interactions between home and
school environments.
Expectancy-Value Theory: Expectancy-value theory posits that individuals' beliefs about their abilities
(expectancies) and the value they place on a particular task or activity influence their motivation and
engagement. In the context of parental involvement, this theory suggests that parents who believe they
can positively influence their child's education and value their involvement are more likely to actively
engage in supporting their child's academic pursuits. This, in turn, can enhance student motivation,
effort, and ultimately, student success.

Social Learning Theory: Social learning theory, proposed by Albert Bandura, emphasizes the role of
observation, modeling, and reinforcement in learning and behavior. In the context of parental
involvement, this theory suggests that children observe and imitate their parents' behaviors, including
their attitudes towards education and involvement in school-related activities. When parents actively
demonstrate and reinforce the value of education, children are more likely to internalize those beliefs
and exhibit behaviors that contribute to their academic success.

Self-Determination Theory: Self-determination theory posits that individuals are motivated to fulfill their
basic psychological needs for autonomy, competence, and relatedness. In the context of parental
involvement and student success, this theory suggests that when parents support their child's autonomy,
provide opportunities for skill development, and foster positive relationships, students are more likely to
feel competent, engaged, and motivated in their academic pursuits, ultimately leading to greater
success.

These theories provide frameworks for understanding the underlying mechanisms and processes
through which parental involvement can influence student success. By examining these theories in the
context of parental involvement, researchers can gain insights into the motivational, social, and
environmental factors that contribute to the relationship between parental involvement and student
outcomes in educational institutions.

Conceptual Framework:

The conceptual framework for investigating the relationship between parental involvement and student
success in educational institutions can be organized around three main components: Parental
Involvement, Student Outcomes, and Mediating Factors. These components are interconnected and
shape the overall understanding of how parental involvement influences student success.

Parental Involvement:

This component focuses on the various dimensions and forms of parental involvement, including
parental support at home, communication with teachers, participation in school activities, and
engagement in decision-making processes. It considers the level, frequency, and quality of parental
involvement as key factors that contribute to student success.

Student Outcomes:

The student outcomes component encompasses a range of academic and socio-emotional outcomes
that reflect student success. Academic outcomes may include measures such as academic achievement,
grades, standardized test scores, and educational attainment. Socio-emotional outcomes may include
self-esteem, motivation, social skills, and overall well-being. The component recognizes that parental
involvement can influence multiple aspects of a student's educational experience and overall
development.

Mediating Factors:

The mediating factors component identifies the mechanisms through which parental involvement
impacts student outcomes. These factors can include, but are not limited to:

Parent-Teacher Relationship: The quality of the relationship between parents and teachers, including
communication, collaboration, and mutual support.

Home Learning Environment: The availability of resources, parental support for learning activities at
home, and the promotion of educational values and expectations.

Parental Role Modeling: The extent to which parents demonstrate and emphasize the value of
education, actively engage in learning activities, and foster a positive attitude towards schooling.

Parental Expectations and Aspirations: The aspirations parents hold for their children's educational
attainment and the expectations they communicate regarding academic performance.

Parental Involvement Climate: The overall school climate and policies that encourage and support
parental involvement, creating an environment conducive to collaboration between home and school.

The conceptual framework suggests that parental involvement influences student outcomes by
interacting with these mediating factors. It acknowledges that the relationship between parental
involvement and student success is complex and multifaceted, with mediating factors playing a critical
role in shaping the impact of parental involvement on student outcomes.

By employing this conceptual framework, researchers can examine the specific dimensions of parental
involvement, explore the outcomes associated with different forms of involvement, and analyze the
mediating factors that contribute to the relationship between parental involvement and student success.
This framework provides a comprehensive structure for investigating the intricate dynamics involved in
understanding how parental involvement influences student outcomes in educational institutions.
Theoretical Framework:

The theoretical framework for investigating the relationship between parental involvement and student
success in educational institutions can draw upon several relevant theories and concepts. Two
theoretical perspectives that can inform this study are the Social Capital Theory and the Expectancy-
Value Theory.

Social Capital Theory:

Social Capital Theory suggests that networks, relationships, and social connections within a community
or society have value and can positively influence individuals' outcomes. In the context of parental
involvement, this theory posits that the social capital generated through parental engagement, such as
parent-teacher relationships and connections with other parents, can contribute to student success. By
actively participating in school activities, communicating with teachers, and building relationships with
other parents, parents can access valuable information, resources, and support networks that enhance
their ability to support their child's education.

Expectancy-Value Theory:

Expectancy-Value Theory emphasizes the role of individuals' beliefs about their abilities (expectancies)
and the value they place on a particular task or activity in shaping their motivation and engagement. In
the context of parental involvement and student success, this theory suggests that parents who believe
they can positively influence their child's education and value their involvement are more likely to
actively engage in supporting their child's academic pursuits. When parents have high expectations for
their child's academic success and perceive parental involvement as important, they are more likely to
invest time, effort, and resources into their child's education, which in turn enhances student motivation,
effort, and ultimately student success.

By incorporating these theoretical perspectives into the study's framework, researchers can examine
how social capital and parental expectations and values interact to influence the relationship between
parental involvement and student success. The framework can also explore how mediating factors, such
as parent-teacher relationships, home learning environments, and parental aspirations, shape the
translation of parental involvement into student outcomes.

Furthermore, the theoretical framework can consider contextual factors, such as cultural norms,
socioeconomic status, and school policies, which may influence the manifestation and impact of parental
involvement on student success. By integrating these theoretical perspectives and contextual factors,
researchers can gain a deeper understanding of the underlying processes through which parental
involvement influences student outcomes, thereby informing educational practices, policies, and
interventions aimed at enhancing parental involvement and improving student success in educational
institutions.

Definition of Terms:

Parental Involvement: Refers to the active participation, engagement, and support of parents or
guardians in their child's educational activities and experiences. It encompasses various dimensions,
including but not limited to, supporting learning at home, communicating with teachers, attending
parent-teacher meetings, participating in school events, and being involved in decision-making processes
related to the child's education.

Student Success: Refers to the achievement of positive educational outcomes by students. It

encompasses both academic and socio-emotional dimensions, including academic achievement, grades,
test scores, educational attainment, self-esteem, motivation, social skills, and overall well-being. Student
success reflects the holistic development and positive outcomes associated with a student's educational
journey.

Academic Achievement: Refers to the level of knowledge, skills, and competencies acquired by students
in various academic subjects. It is typically measured through assessments, examinations, grades, and
standardized tests. Academic achievement serves as an indicator of a student's academic performance
and progress.

Socio-Emotional Development: Refers to the psychological, social, and emotional aspects of a student's
growth and well-being. It includes the development of self-esteem, resilience, interpersonal skills,
emotional intelligence, and a sense of belonging. Socio-emotional development plays a crucial role in
students' overall success, adjustment, and ability to navigate social interactions within the educational
setting.

Mediating Factors: Refers to the variables or mechanisms that operate between parental involvement
and student success, influencing the relationship between the two. These factors may include the
parent-teacher relationship, home learning environment, parental expectations and aspirations, parent
modeling of educational attitudes and behaviors, and the overall climate of parental involvement in the
school. Mediating factors help to explain how parental involvement translates into student outcomes.

Social Capital: Refers to the networks, relationships, and social connections within a community or
society that have value and can positively influence individuals' outcomes. In the context of parental
involvement, social capital encompasses the resources, support, and opportunities generated through
parent-teacher relationships, connections with other parents, and community involvement. It
emphasizes the collective benefits that arise from collaborative efforts between parents, schools, and
the broader community.

It is important to define these terms clearly within the study to establish a common understanding and
ensure consistency in their interpretation throughout the research. These definitions will provide clarity
and guide the measurement and analysis of parental involvement and student success in the context of
the study.

Research Questions:

What is the extent and nature of parental involvement in the educational institutions under
investigation?

How does parental involvement vary across different demographic characteristics, such as
socioeconomic status, parental education level, and cultural backgrounds?

What is the correlation between parental involvement and students' academic achievement in the
selected educational institutions?

How does parental involvement influence students' socio-emotional development and well-being?

What are the perceptions and experiences of parents, teachers, and students regarding the impact of
parental involvement on student success?

What are the mediating factors, such as parent-teacher relationships, home learning environments, and
parental expectations, that play a role in the relationship between parental involvement and student
success?

Are there any contextual factors, such as school policies, cultural norms, or community support, that
influence the manifestation and impact of parental involvement on student success?
Are there any differences in the effects of parental involvement on student success across different
educational levels (e.g., elementary, middle, and high school)?

What are the barriers and challenges that parents face in actively participating and engaging in their
child's education, and how do these affect student outcomes?

Based on the findings, what recommendations can be made to enhance parental involvement and
improve student success in the educational institutions under investigation?

These research questions will guide the investigation into the relationship between parental involvement
and student success in educational institutions. They aim to explore the extent and nature of parental
involvement, examine its impact on academic achievement and socio-emotional development, identify
mediating factors and contextual influences, and address potential barriers and challenges. The findings
from this study can provide insights for educational institutions, policymakers, and stakeholders to
develop strategies and interventions that promote effective parental involvement and ultimately
enhance student success.

Hypothesis:

There is a positive correlation between the level of parental involvement and students' academic
achievement in educational institutions. It is hypothesized that students with higher levels of parental
involvement will exhibit higher academic achievement compared to those with lower levels of parental
involvement.

There is a positive relationship between parental involvement and students' socio-emotional

development in educational institutions. It is hypothesized that students with more actively involved
parents will demonstrate better socio-emotional outcomes, including higher self-esteem, motivation,
social skills, and overall well-being.

Mediating factors, such as parent-teacher relationships, home learning environments, and parental
expectations and aspirations, play a significant role in the relationship between parental involvement
and student success. It is hypothesized that these mediating factors will partially explain how parental
involvement translates into student outcomes.
Contextual factors, such as school policies, cultural norms, and community support, influence the
manifestation and impact of parental involvement on student success. It is hypothesized that variations
in these contextual factors will result in different levels and types of parental involvement and
subsequently affect student outcomes.

The effects of parental involvement on student success may vary across different educational levels. It is
hypothesized that the impact of parental involvement on academic achievement and socio-emotional
development may differ between elementary, middle, and high school students due to developmental,
educational, and social factors unique to each educational level.

These hypotheses provide specific expectations about the relationships and effects of parental
involvement on student success in educational institutions. Through empirical research and data
analysis, these hypotheses can be tested and evaluated to determine the extent to which parental
involvement influences student outcomes and the factors that contribute to this relationship.

Research Methodology

The research methodology for investigating the relationship between parental involvement and student
success in educational institutions can involve a mixed-methods approach, incorporating both
quantitative and qualitative research methods. This will allow for a comprehensive understanding of the
topic and provide insights into the various dimensions and nuances of parental involvement and its
impact on student outcomes.

Quantitative Phase:

The quantitative phase of the study involves collecting and analyzing numerical data to examine the
relationship between parental involvement and student success. The following steps can be followed:

a. Sample Selection: Determine the target population and select a representative sample of educational
institutions, parents, teachers, and students to participate in the study.

b. Data Collection: Develop a questionnaire or survey instrument to gather data on parental

involvement, student outcomes (academic achievement, socio-emotional development), and potential
mediating factors. Administer the survey to parents, teachers, and students, ensuring confidentiality and
voluntary participation.

c. Data Analysis: Employ statistical techniques such as correlation analysis, regression analysis, and
descriptive statistics to analyze the quantitative data. Examine the associations between parental
involvement and student outcomes, explore the mediating factors, and investigate any demographic or
contextual variations.

Qualitative Phase:

The qualitative phase of the study involves collecting and analyzing qualitative data to gain in-depth
insights into the experiences, perceptions, and lived realities of parents, teachers, and students
regarding parental involvement and student success. The following steps can be followed:

a. Interviews and Focus Groups: Conduct individual interviews and focus group discussions with parents,
teachers, and students to explore their perspectives on parental involvement, its impact on student
success, and the underlying mechanisms. Audio-record and transcribe the interviews and discussions for
analysis.

b. Thematic Analysis: Utilize thematic analysis to identify patterns, themes, and recurring concepts
within the qualitative data. Analyze the data to understand the experiences, beliefs, and challenges
related to parental involvement and its influence on student outcomes.

Integration of Findings:

Integrate the quantitative and qualitative findings to develop a comprehensive understanding of the
relationship between parental involvement and student success. Compare and contrast the results from
the quantitative analysis and qualitative exploration to identify converging or diverging themes, enrich
the interpretation of the data, and provide a more holistic view of the research topic.

Ethical Considerations:

Ensure the research complies with ethical guidelines, including informed consent, confidentiality, and
protection of participants' rights. Obtain necessary approvals from relevant ethics committees or
institutional review boards before conducting the study.

By employing a mixed-methods research approach, researchers can gain a deeper understanding of the
relationship between parental involvement and student success, capturing both the quantitative
associations and qualitative insights. This methodology will allow for a more comprehensive analysis and
nuanced interpretation of the complex dynamics and factors involved in parental involvement and its
impact on student outcomes in educational institutions.
Research Questionnaire:

Note: The following is a sample research questionnaire to investigate the relationship between parental
involvement and student success in educational institutions. The questions can be customized and
expanded based on the specific objectives and context of your study.

Section 1: Demographic Information

Please indicate your role:

a) Parent/Guardian

b) Teacher/Educator

c) Student

Educational Institution:

a) Name of the institution:

b) Educational level: (Elementary, Middle School, High School)

Participant Information:

a) Parent/Guardian:

Name:

Contact details:

Number of children and their ages:

b) Teacher/Educator:

Name:

Contact details:

Years of teaching experience:

c) Student:

Name:
Age:

Grade/Class:

Section 2: Parental Involvement

How would you describe your level of involvement in your child's education?

a) Highly involved - actively participate in school activities, communicate regularly with teachers, provide
support at home, etc.

b) Moderately involved - participate occasionally, attend important events, communicate with teachers
when needed, etc.

c) Minimally involved - rarely participate or communicate with teachers, limited involvement in school
activities, etc.

d) Not involved - no participation or communication with teachers, minimal engagement in school

activities, etc.

Which of the following activities do you engage in to support your child's education? (Select all that
apply)

a) Helping with homework and assignments

b) Reading and discussing books with your child

c) Attending parent-teacher meetings and school events

d) Monitoring and supervising your child's academic progress

e) Communicating with teachers about your child's academic performance and progress

f) Encouraging extracurricular activities and hobbies

g) Providing educational resources and materials at home

h) Setting expectations and goals for your child's education

i) Other (please specify): ______________

How frequently do you communicate with your child's teacher(s) regarding their academic progress and
well-being?

a) Daily

b) Weekly

c) Monthly
d) Rarely

e) Never

Section 3: Student Success

How would you rate your child's academic achievement?

a) Excellent

b) Above average

c) Average

d) Below average

e) Poor

How would you assess your child's socio-emotional development and well-being?

a) Very positive

b) Positive

c) Neutral

d) Challenging

e) Very challenging

Section 4: Mediating Factors

How would you describe the quality of the relationship between parents and teachers in your
educational institution?

a) Strong and collaborative

b) Average

c) Limited or poor

d) Not applicable (if you're a teacher/student)

How would you describe the home learning environment in terms of educational resources, support, and
engagement in learning activities?

a) Enriching and supportive

b) Average

c) Limited or lacking

d) Not applicable (if you're a teacher)

To what extent do you believe parental expectations and aspirations influence your child's academic
success?

a) Significantly

b) Moderately

c) Minimally

d) Not at all

Section 5: Open-Ended Questions (For all participants)

In your opinion, how do you believe parental involvement impacts student success in educational

Survey Instrument: Investigating the Relationship between Parental Involvement and Student Success in
Educational Institutions

Note: The following is a sample survey instrument that can be used to investigate the relationship
between parental involvement and student success in educational institutions. The questions can be
customized and expanded based on the specific objectives and context of your study.

Part 1: Demographic Information

Please indicate your role:

a) Parent/Guardian

b) Teacher/Educator

c) Student

Educational Institution:

a) Name of the institution:

b) Educational level: (Elementary, Middle School, High School)

Participant Information:

a) Parent/Guardian:

Name:

Contact details:

Number of children and their ages:

b) Teacher/Educator:

Name:

Contact details:

Years of teaching experience:

c) Student:

Name:

Age:

Grade/Class:

Part 2: Parental Involvement

On a scale of 1 to 5, please rate your level of involvement in your child's education, with 1 being "Not
involved" and 5 being "Highly involved."
Which of the following activities do you engage in to support your child's education? (Select all that
apply)

a) Helping with homework and assignments

b) Reading and discussing books with your child

c) Attending parent-teacher meetings and school events

d) Monitoring and supervising your child's academic progress

e) Communicating with teachers about your child's academic performance and progress

f) Encouraging extracurricular activities and hobbies

g) Providing educational resources and materials at home

h) Setting expectations and goals for your child's education

i) Other (please specify): ______________

How frequently do you communicate with your child's teacher(s) regarding their academic progress and
well-being?

a) Daily

b) Weekly

c) Monthly

d) Rarely

e) Never

Part 3: Student Success

How would you rate your child's academic achievement on a scale of 1 to 5, with 1 being "Poor" and 5
being "Excellent"?

How would you assess your child's socio-emotional development and well-being on a scale of 1 to 5,
with 1 being "Very challenging" and 5 being "Very positive"?

Part 4: Mediating Factors

How would you describe the quality of the relationship between parents and teachers in your
educational institution on a scale of 1 to 5, with 1 being "Limited or poor" and 5 being "Strong and
collaborative"?

How would you describe the home learning environment in terms of educational resources, support, and
engagement in learning activities on a scale of 1 to 5, with 1 being "Limited or lacking" and 5 being
"Enriching and supportive"?

To what extent do you believe parental expectations and aspirations influence your child's academic
success on a scale of 1 to 5, with 1 being "Not at all" and 5 being "Significantly"?

Part 5: Open-Ended Questions (For all participants)

In your opinion, how do you believe parental involvement impacts student success in educational
institutions?

Please share any specific examples or experiences that highlight the relationship between parental
involvement and student success.

Thank you for participating in this survey. Your responses are valuable in understanding the relationship
between parental involvement and student success in educational institutions.

PLEASE READ

Academic Databases: Utilize academic databases such as JSTOR, EBSCOhost, or Google Scholar to search
for scholarly articles, research papers, and publications related to parental involvement and student
success in educational institutions. Use keywords like "parental involvement," "student success,"
"academic achievement," and "educational institutions" to narrow down your search.

Books and Book Chapters: Explore books and book chapters on educational management, family
involvement, and student outcomes in educational institutions. Check libraries, online bookstores, and
academic publishing platforms for relevant titles and authors.
Research Journals: Look for reputable research journals in the field of education, such as Educational
Research Review, Journal of Educational Psychology, and American Educational Research Journal. Review
recent issues or search their archives for articles related to parental involvement and student success.

Citations in Related Literature: Examine the reference lists of articles, books, and reports that you have
already identified as relevant to your research topic. These citations can lead you to additional sources
that you may have missed.

Remember to critically evaluate the sources you find and ensure they are reputable, peer-reviewed, and
relevant to your specific research objectives.

It's important to consult with your academic institution or supervisor regarding the required citation
style (e.g., APA, MLA) for your research. This will guide you in formatting your references appropriately in
your research paper or thesis.