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The effects of parental involvement on student behaviour

Chapter II

FOREIGN

Parental involvement in school has been demonstrated to be a key factor for children’s
academic outcomes. However, there is a lack of research in Chile, as well as in Latin American
countries in general, leaving a gap in the literature about the generalization of findings outside
developed and industrialized countries, where most of the research has been done. The
present study aims to analyse the associations between parental involvement in school and
children’s academic achievement. Cluster analysis results from a sample of 498 parents or
guardians whose children attended second and third grades in 16 public elementary schools in
Chile suggested the existence of three different profiles of parental involvement (high,
medium, and low) considering different forms of parental involvement (at home, at school and
through the invitations made by the children, the teachers, and the school). Results show that
there are differences in children’s academic achievement between the parental involvement
profiles, indicating children whose parents have a low involvement have lower academic
achievement.
CITATION

Lara, L., Saracostti, M. (2019) Effect of Parental Involvement on Children’s Academic

Achievement in Chile. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01464

FOREIGN

The idea that parental involvement has positive influence on students' academic achievement
is so intuitively appealing that society in general, and educators in particular, have considered
parental involvement an important ingredient for the remedy for many problems in education.
The vast proportion of the literature in this area, however, is qualitative and nonempirical.
Among the empirical studies that have investigated the issue quantitatively, there appear to be
considerable inconsistencies. A meta-analysis was conducted to synthesize the quantitative
literature about the relationship between parental involvement and students' academic
achievement. The findings reveal a small to moderate, and practically meaningful, relationship
between parental involvement and academic achievement. Through moderator analysis, it was
revealed that parental aspiration/expectation for children's education achievement has the
strongest relationship, whereas parental home supervision has the weakest relationship, with
students' academic achievement. In addition, the relationship is stronger when academic
achievement is represented by a global indicator (e.g., GPA) than by a subject-specific indicator

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(e.g., math grade). Limitations of the study are noted, and suggestions are made for
future studies. AMA COMPUTER LEARNING
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CITATION

Fan, X., Chen, M. Parental Involvement and Students' Academic Achievement: A Meta-Analysis.
Educational Psychology Review 13, 1–22 (2001). https://doi.org/10.1023/A:1009048817385

FOREIGN

A survey was conducted on 19,487 Chinese junior school students to elucidate the moderating
role of socioeconomic status (SES) in the relationship between parental involvement (i.e.,
home-based involvement and academic socialization) and junior school students’ performance
in school (i.e., academic achievement and school behavior). The data includes 10,042 males
and 9,445 females (mean age = 14.52, SD = 1.24). It was taken from the 2013–2014 Chinese
Educational Panel Survey (CEPS), that was administrated by the National Survey Research
Center at Renmin University of China. The results demonstrate that SES negatively moderates
both the relationship between academic socialization and academic achievement, and the
relationship between home-based involvement and school behavior. Findings imply that
parental involvement activities are highly beneficial for junior school students in families with
low SES. Academic socialization is generally associated with academic success, whereas home-
based involvement closely relates to school behavior. Future home-based interventions can be
developed to promote parental involvement activities in low-SES families. The results also
showed important implications for the development of family education in China.

CITAZION

Duan, W., Guan, Y., Bu H. (2018) The Effect of Parental Involvement and Socioeconomic Status
on Junior School Students’ Academic Achievement and School Behavior in China.
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00952

FOREIGN

As long as there is an educational system, there is always a need to improve that system along
with its outcomes. Student’s achievement, among other factors, is one major component as
well as a measure of how effective the system is. The purpose of this study is to determine
whether parental involvement in children's education has a positive effect on student’s
achievement.
While the quantitative approach was very cooperative in the study in hand, for example the
researcher was able to gather general information of the study sample, and the qualitative

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Both methodologies were used because even though they are different in many ways, they
supplement each other.
The study found that there is a positive correlation effect between academic achievement and
parental involvement. On the other hand the participants’ responses showed that the school
current program for “school-parents interaction” has many defects which need to be reformed
to bring more attention to parents’ involvement topic and to be able to attract them for more
involvement.
The study is important because it applied current research to statistical tests on local students.
The results obviously display the way by which schools must travel to increase student’s
achievement throughout effective parental involvement

CITATION

Eldeeb, A. (2012) The impact of parental involvement on academic student achievement.

https://bspace.buid.ac.ae/items/cf6b0e68-81e3-4c67-be1a-31ea816ceade

FOREIGN

This research examined whether various dimensions of parental involvement predicted 10th‐
grade students’ motivation (engagement, self‐efficacy towards maths and English, intrinsic
motivation towards maths and English) using data from the Educational Longitudinal Study of
2002 (ELS 2002). Results showed that both parents’ educational aspiration for their children
and school‐initiated contact with parents on benign school issues had strong positive effects on
all five motivational outcomes. On the contrary, parent–school contact concerning students’
school problems was negatively related to all five motivational outcomes investigated in the
study. Additionally, parental advising positively predicted students’ academic self‐efficacy in
English as well as intrinsic motivation towards English, and family rules for watching television
were positively linked to students’ engagement and intrinsic motivation towards both English
and maths.

CITATION

Fan, W., Williams, C. (2009) The effects of parental involvement on students’ academic self‐
efficacy , engagement and intrinsic motivation
https://www.tandfonline.com/doi/full/10.1080/01443410903353302
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LOCAL

The study was conducted to determine the influence of learning environment and parental
involvement on the attitude of students towards Mathematics in the secondary school of
Cluster 6, Tugbok District, Davao City. This research used the descriptive-correlation design to
investigate the phenomenon. The respondents of the study were selected from three public
high schools. The data were gathered through a survey questionnaire. Statistical tools used
were mean, Pearson r and multiple regression. The study revealed that mathematics teachers
exhibited high level of creating a learning environment inside the classroom. This showed that
students recognized the effort of the teacher to get students interested in different activities in
the classroom. Also, parents demonstrated high level of parental involvement in their student’s
learning. This means that parental involvement to their children was very essential. It was also
revealed that student showed a positive attitude towards mathematics. Additionally, it was
found that there was a significant relationship between learning environment and attitude of
students towards mathematics. This means that the increase in perception of the learning
environment would also likely increase attitude of students towards mathematics. Similarly,
parental involvement was found to be significant in relation to the attitude of students. This
implies that the increase in parents’ involvement would also likely increase attitude of students
towards mathematics. Lastly, learning environment and parental involvement were found to
be significant predictors of attitude of students towards mathematics.

CITATION

Borres, J. (2017) Learning Environment, Parental Involvement and Attitudes of Students

towards Mathematics. https://ejournals.ph/article.php?id=13481

LOCAL

The ability to read is highly valued and important for social and economic advancement. This
aspect is also one where parental involvement may be of help, aside from building active
networks in the community. This study, therefore, determined the extent to which parents’
involvement affects their children’s reading ability. Using the descriptive-correlational method,
parental involvement in parenting, communicating, volunteering, learning at home, decision-
making and collaborating with community was correlated with the reading ability of grade six
students in F. Bustamante Central Elementary School, Tibungco District, Davao City. The
parents displayed a mean moderate involvement in their children’s education while the
reading ability of grade six students showed a frustration level in oral reading and silent
reading. There was a significant relationship between parental involvement in education and
reading ability of grade six students, indicating that the respondents’ parenting,
communicating, volunteering, learning at home, decision-making and collaborating with
community are not guarantees that the reading ability of grade six students will be developed.

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CITATION

Verdan, N., Tarusan, M. (2013) Parental Involvement in the Education of Grade Six Pupils and
their Reading Ability. https://ejournals.ph/article.php?id=2568

LOCAL

A child’s first teacher is their parents. If parents want the child to reach the standard of
excellence, they have to work hard for improvement to inspire and support the child. It is
established in some studies that parental involvement is linked to children’s success in school.
The primary purpose of the study was to determine parents’ involvement and its relation to
the academic performance of the child. This is a descriptive correlational study wherein a
researcher-made questionnaire was used. The questionnaires were validated by three experts
and have undergone reliability testing with a Cronbach alpha of .84. The study had 30
respondents from the Grade IV section of Cabantian Elementary School. The academic
performance of the respondents was based on their second grading period. The findings
revealed that the parents were very much involved in PTA meetings. However, there is no
significant relationship between parents’ involvement and academic performance.

CITATION

De Jesus, J., Sabandal, R., Castro, D. (2014) Parental Involvement and Children's Academic
Performance in School. https://ejournals.ph/article.php?id=12697

LOCAL

Parental involvement is significant in the improvement of students’ learning. The study

determines the parental involvement and student readiness in Mathematics and its
relationship. Descriptive correlation method of research was used in the study. There were 208
grade 7 students from secondary schools in Davao City as sample respondents. Slovin formula
was used in the determination of sample size. Questionnaires were the research instrument
used in the gathering of data and was presented to the panel of examiners for content validity.
Mean, Pearson Product Moment Correlation and linear regression were the statistical tools
used in the study. The level of parental involvement is high and the student readiness in
Mathematics is very low. The grade 7 students revealed readiness in grade 4 Mathematics.
There is no significant relationship between the parental involvement and student readiness in
Mathematics. This implies that student readiness in Mathematics is not dependent on parental
involvement. The parental involvement is not a predictor of the student readiness. This implies
that there are other variables that predicts student readiness but not attributed to parental
involvement.

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LOCAL

Parental factors impact students’ self-concept and academic performance during the
pandemic. Thus, this study determined the students’ self-concept and academic
performance and the parental factors related to it. The research design was descriptive-
correlational, and 500 nonrandom college students in West Philippines participated in the
study. Researcher-made instruments were used, which were subjected to reliability and validity
evaluation. Data were collected online from June 2021 to July 2022 and were analyzed using
descriptive (frequency counts and percentage) and inferential statistics (Spearman correlation).
Results revealed a positive self-concept and satisfactory academic performance among the
students. Besides, parental factors such as educational attainment and school/classroom
involvement are significantly related to self-concept and academic performance. Further, self-
concept is significantly associated with academic performance. This shows that some parental
factors are vital in developing the student’s self-beliefs and supporting their studies and
academic endeavors amid the COVID-19 pandemic. Future studies may consider more factors
related to academic achievement and self-concept. Other researchers may find the mediation
or moderation effect of self-concept between parental factors and students’ scholastic
achievement.

CITATION

Caasi, N., Pentang, J. (2022) Parental Factors Related to Students' Self-Concept and Academic
Performance amid Covid-19 and Distance Learning. https://ejournals.ph/article.php?id=18496
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