THE EFFECTS OF PARENTAL INVOLVEMENT ON STUDENT

ACADEMIC SELF-CONCEPT

AN UNDERGRADUATE THESIS PROPOSAL PRESENTED TO THE

FACULTY OF SCHOOL OF EDUCATION,
PHILIPPINE COLLEGE FOUNDATION

IN PARTAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE

BACHELOR OF ELEMENTARY EDUCATION

MARICEL P. BAYER
HANYGEN BENABAYE
CHARIS DAGKITAN

MARCH 2024
 CHAPTER 1

Background of the Study

Self-concept, a fundamental element of one's identity, plays a crucial

role in a student's academic journey. It is a multifaceted construct that

encompasses an individual's perception of themselves, shaped by their

experiences, interactions, and achievements. A well-developed positive self-

concept can act as a catalyst for a student's academic success and overall

mental health.

Parental involvement as well plays a pivotal role in shaping the

academic trajectory and self-concept of students. The extent to which parents

actively engage in their child's education goes beyond the realm of academic

achievement; it profoundly influences the way students perceive themselves

in the academic context. As parents become actively involved, students often

exhibit heightened interest, motivation, and confidence in their academic

pursuits. This engagement is multi-faceted, encompassing activities such as

monitoring homework, volunteering at school, and fostering a positive learning

environment at home. The impact of parental involvement extends beyond

immediate academic success; it significantly contributes to the development

of children’s self-concept.

Research underscores that higher levels of parental involvement

correlate with increased academic engagement among youth (Wang et al.,

2022). The more parents are actively engaged, the greater the likelihood of

success for children in their educational endeavors (Otani, 2020; et al., 2022).

Day and Dotterer's (2018) study specifically highlights the positive and
significant relationship between parental involvement and the academic

achievement of Latina/Hispanic adolescents. During this crucial

developmental period, parents direct special attention to their children's

learning, fostering a deeper level of involvement (Chiang, 2018).

Despite these positive associations, the journey to academic success

is not without challenges. One critical gap emerges when students, poised on

the road to success, face the absence of parental support, leading to

unfulfilled academic potential and compromised self-esteem. Families and

schools are often likened to a safety net, providing essential support for

children to learn and enjoy their educational experience. However, the

abilities, expertise, resources, and available time that parents can allocate to

support their children's academic engagement vary widely.

This study aims to bridge the existing research gap by quantitatively

assessing the nuanced impact of distinct dimensions of parental involvement

on various facets of students' self-concept. Specifically, the investigation will

delve into whether there is a significant relationship between parental

involvement and students' self-concept, exploring the intricacies of this

connection. By understanding the specific dimensions of involvement that

most profoundly influence self-concept, educators and policymakers can tailor

interventions to enhance the overall academic experience for students.

The broader purpose of this research is to not only improve students'

academic achievements but also to positively influence their self-esteem and

behavior. A secondary aim is to foster robust relationships between parents

and their child's school, recognizing that sustained parental involvement

contributes to better attendance, behavior, grades, social skills, and overall

adaptability to the school environment. This study endeavors to contribute

valuable insights to the ongoing discourse on parental involvement and its

holistic impact on students' academic and personal development.

Theoretical Framework

Parents Involvement

Parent involvement in a child’s early education is consistently found to

be positively associated with a child’s academic performance(Hara & Burke,

Hill & Craft, Marcon, Stevenson & Baker ). Specifically, children whose

parents are more involved in their education have higher levels of academic

performance than children whose are involved to a lesser degree. The

influence of parent involvement on academic success has not only been

noted among researchers, but also among policy makers who have integrated

efforts aimed at increasing parent involvement into broader educational policy

initiatives. Coupled with these findings of the importance of early academic

success, a child’s academic success has been found to be relatively stable

after early elementary schools (Entwistle&Hayduk, Pedersen, Faucher,

&Eaton).

Therefore, it is important to examine factors that contribute to early

academic success and that are amenable to change. Researchers have been

reported that parent-child interactions, specifically stimulating and responsive

parenting practices, are important influences on child’s academic

development (Christian, Morrison, & Bryant, 1998; Committee on Early

Childhood Pedagogy,2000). By examining specific parenting practices that

are amenable to change, such as parent involvement, and the mechanisms

by which these practices influence academic performance, the specific

mechanisms through which parent involvement exerts it’s influence on a

child’s academic performance are not yet fully understood(Hill& Craft, 2003).

Based on previous research, it was hypothesized that parent who have a

positive attitude towards their child’s education, school, and teacher are able

to positively influence their child’s academic performance by two mechanisms:

(a) by being engaged with the child to increase the child’s self-perception of

cognitive competence and (b) by being engaged with the teacher and school

to promote a stronger and more positive student-teacher relationship.

Perceived Cognitive Competence is defined as the extent tp which children

believe that they possess the necessary cognitive skills to be successful when

completing academic task , such as reading, writing, and arithmetic

(Gonzales-DeHass, Willems, & Holbein, 2005; Grolnick, Ryan, & Deci, 1991).

there are theoretical pathways through which children’s perceptions and

expectations of their cognitive competence are influenced by others: (a)

performance accomplishments/performance mastery, (b) vicarious

reinforcement, (c) verbal persuasion, and (d) emotion regulation (Bandura,

1997). In addition, a child’s increased perception of cognitive competence is

consistently related to higher academic performance (Chapman, Skinner, &

Baltes, 1990; Ladd & Price, 1986; Schunk, 1981). Based on theory and

previous findings, Gonzales-DeHass et al.,(2005) suggest that perceived

cognitive competence be examined to explain the relation between parent

involvement and a child’s academic performance.

Student Self-Concept

Several methods are used to measure child academic performance, including

standardized achievement test scores, teacher ratings of academic

performance, and report card grades. Standardized achievement test are

objective instruments that assess skills and abilities children learn through

direct instruction in a variety of subject areas including reading, mathematics,

and writing (Sattle, 2001). Teacher rating scales allow teachers to rate the

accuracy of the child’s academic work compared to other children in the class,

and allow for ratings on a wider range of academic tasks than examined on

standardized achievements tests (DuPul & Rapport, 1991). Report card

grades allow teachers to report on classroom academic performance, but are

used by few studies for early elementary school children due to, among other

reasons, a lack of a standardized grading system and uniform subject areas

children are evaluated on. Proposed Explanation of the Relation Between

Parent Involvement and Academic Performance

 Research Paradigm

Independent Variable Dependent Variable

v Parental Involvement Students’ Self-concept

Figure 1: Schema showing the relationship between the independent

variable and the Dependent variable

Statement of the Problem

This study aimed to investigate the parental involvement and learner’s

performance of the Grade 6 learners in Maramag Central Elementary School

Specifically, this study sought to answer the following questions:

1. What is the level of parental involvement on academic self-

Concept of the grade 6 learners?

2. What is the level of self-concept of the students?

3. Is there a significant relationship between learner’s self-concept

and parental involvement?

Research Hypothesis

HO:There is no significant relationship on the performance of student whose

parents are actively involve and those are not actively involve .

Significance of the study

This research will be important and timely since it will offer information

to the following people:

Student, learners are more likely to do well in school and have better

and emotional development. Learners improve their achievements, self-

esteem and good behavior. It helps to build strong relationships with parents

for the success of the student’s education.

Parents, they have a strong influence on their child. They have a direct

influence that is stronger than that of teachers, friends and the media. For this

reason, a parent’s positive attitude and support towards their children's

education is considerable. It can inspire and empower the children to develop

good learning habits. When parents are happier and more invested in their

children’s education. It helps a strong relationship with the school help parents

better understand the curriculum and how their children are progressing.

Additionally, it makes them feel more at ease and content with the level of

education.

Teacher, parental participation enhances teacher performance. Better

parent-teacher communication help parents appreciate the effort and

difficulties faced by teachers, which in turn helps teachers feel valued.

School head, parental involvement greater appreciation for the

challenges that teachers face in the school. Teachers' morale improved.

Communication between home and a school head to know the issue about

learners. Communication also helps to dispel any mistrust or misperceptions

that may exist between school head and parents

Future researchers, we like imparting knowledge and assisting the

upcoming generations of researchers. Every chance we have, we engage

with students in conversations and share real-world examples of what it is like

to work at the research.

Scope and Delimitation

This study will focus on the effects of parental involvement on student

academic self-concept. The respondents will be the one hundred (100)

students of grade 6 learners enrolled in Maramag Central Elementary School

for the school year 2024-2025.

Definition of Terms

To Facilitate understanding of this study, the following terms are

defined operationally in alphabetical order:

Academic Performance refers to the outcome of education, the

extent to which a student institution has achieved their educational goals.

Barrier in education refers to anything that interrupts or prevents

learning. It impedes the way students engage with learning, encode

information, store knowledge and retrieve it during practice

Classroom refers to a room, typically in the school, in which a class of

student is taught

Collaboration refers to the process of working together to achieve a

common goal. In teaching, the common goal is always to improve learner

outcomes. Teacher collaboration involves: debating, planning and problem

solving together, inquiring together, using evidence and research to guide

decision making.

Develop refers to a specified state of growth or advancement.

Guidance refers to advice or information aimed at resolving a problem

or difficulty, especially as given by someone in authority.

Knowledge refers to facts, information, and skill acquired by a person

through experience or education; the theoretical or practical understanding of

a subject.

Learner is a person who is trying to gain knowledge or skill by

studying, practicing or being taught.

 Learning outcomes refers to measurable statements that articulate

at the beginning what a student should know, be able to do, or value as a

result of taking a course or completing a program.

Parental involvement refers to the interaction between parents and

their children’s academic work, such as their participation in school and class

activities, the provision of learning resources at home, and the guidance they

can extend to their children.

Parent-school partnerships are a shared responsibility when

stakeholders actively and proactively work cohesively to engage in a way to

support and enhance children’s development and learning.

School is a large organizational structure which can contain various

departments and divisions. The departments and divisions should be listed in

the departments and divisions section.

Skill refers to a special ability or technique acquired by special

training in either an intellectual or physical area. Skills can include listening,

communicating, organization, design and programming. Skills allow

individuals to select the most appropriate behavior or action to suit

requirements.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter will provide broader knowledge and deeper

understanding about technology innovation in The researchers reviewed

various literature and studies that are related to the study.

Parental Involvement

Parental involvement plays a significant role in shaping students' self-

concept. Self-concept refers to individuals' perceptions of themselves, and in

the academic context, it relates to students' perceptions of their academic

abilities (Marsh, 2017).

Many research area are focused on how parenting style affects

academic achievement of the child. Research indicates that parents whose

exhibit a supportive and constructive mode of engagement in their children’s

scholastic endeavors are associated with offspring who exhibit enhance self

assurance and manifest elevated levels of academic accomplishment. A

positive style of parenting includes using encouraging comments, building

healthy parent-child relationships, and using reinforcement instead of

punishment (Prather & Golden 2019). On the other hand, parents who use

commands, strict rules, and inflexibility in their behavior, they often result in

establishing weak relationship with their children and ultimately their children

tend to show low academic achievement (Eyimaya & Irmak, ; Thomas &

Zimmer-Gembeck, 2017).

Parental involvement is a key factor influencing a child's self-concept.

Active involvement of parents in their child's education can foster a positive

self-concept, leading to enhanced academic performance and overall well-

being (Jeynes, 2018).Research by Jeynes (2018) found that parental

involvement, including parents' participation in school activities and their

communication with children about school, significantly influenced students'

self-concept. The study suggested that when parents show interest in their

child's education, it instills a sense of value and self-worth in the child.

A study by Wang and Sheikh-Khalil (2019) further emphasized the

importance of parental involvement in fostering a positive self-concept among

students. The researchers found that parental support and encouragement

can lead to increased self-confidence and motivation in students, enhancing

their self-concept.

Moreover, research by Garcia and DeMaris (2020) suggested that

parental involvement is not only beneficial for a child's self-concept but also

for their academic achievement. The study found a strong correlation between

parental involvement, positive self-concept, and higher academic

achievement.

In a recent study, Lee et al. (2021) found that parental involvement

could mitigate the negative impact of academic stress on students' self-

concept. The researchers suggested that supportive parental involvement

could help students cope with academic stress, thereby preserving their self-

concept.

Parental involvement plays a crucial role in shaping a child's self-

concept. Active and supportive parental involvement can foster a positive self-

concept, leading to enhanced academic performance and overall well-being.

 Moreover, Hines et al. (2017) stated the fundamental part that school

guides plays in turn around schools to enhance students accomplishments in

such school settings. The survey proposes that even very much planned

school programs welcoming association will meet just constrained

achievement if they do not address parental part development advertisement

parental feeling of adequacy for helping children succeed in school. However,

Reininger and Santana (2017) showed that child solicitations for inclusion, the

parental feeling of self-viability, pay, and kid’s review level are fundamentally

connected with parental at home and school contribution. Thus, Gordon

(2027) stated two typically unique systems as go-between of the relationship

between father’s contribution and youthful’s academic accomplishment: self-

recognition and father-juvenile relationship quality. The essential condition

demonstrates proposed differential intermediate impacts for each model,

supporting both fractional and full intervention. Discoveries recommended that

how young people feel about themselves and their respective capacities and

the nature of the relationship that dads keep up with them has essential

development identifying how well they perform academically.

Moreover, Froiland and Worrell (2017) stated that inborn life objectives

and student’s desires were decently and indeed related and added to

academic performance development, which recommends that the self-

assurance hypothesis and contemplation esteem hypothesis give added

substance understanding foreseeing instructive accomplishment.

Student Self-Concept

Student self-concept, a fundamental component of their psychological

makeup, significantly influences their academic performance, social

interactions and overall well being. This review aims to explore recent

research that delves into the multifaceted nature of students self-concept, its

formation, impact on academic achievement, and strategies for its

enhancement.

Student self-concept, often referred to as academic self-concept, is a

multidimensional construct encompassing a student's beliefs, perceptions,

and evaluations of their own academic abilities and performance. Marsh and

Craven (2018) highlight the importance of understanding self-concept as a

dynamic and multifaceted element that significantly influences a student's

educational experiences.

Various factors contribute to the formation of student self-concept.

Hattie (2018) identifies teacher expectations, peer interactions, and parental

involvement as key influencers. The synthesis of these factors shapes how

students perceive their abilities and value within the academic context.

Academic achievement and student self-concept share a reciprocal

relationship. Muijs and Marsh (2018) conducted a meta-analysis, revealing

that academic achievement influences self-concept, and vice versa. The

cyclical nature of this relationship underscores the importance of

understanding how students' perceptions of their academic abilities impact

their actual performance.

Cultural factors contribute to the diversity in student self-concept.

Chavous et al. (2018) emphasize the importance of considering cultural

contexts in understanding how students develop their self-concept. Cultural

identity, stereotypes, and societal expectations play a crucial role in shaping

students' perceptions of themselves in an academic setting.

 Student self-concept is a complex and dynamic construct influenced by

various factors such as developmental changes, classroom environment,

teacher expectations, peer interactions, parental involvement, academic

achievement, and cultural perspectives. Understanding the multifaceted

nature of student self-concept is crucial for educators, researchers, and

policymakers to create environments that foster positive self-perceptions and

contribute to students' overall academic success.

Formation of Students self-concept

Numerous studies highlight the intricate development of students self-

concept. According to Harter (2017), self-concept forms through a

combination of social, academic, and personal experiences, shaped by

feedback from peers, teachers, family members. Additionally, the study by

Marsh (2018) emphasizes the role of academic self-concept, where a

students perception of the abilities in specific subjects significantly impacts

their overall self-concept.

Student self-concept undergoes developmental changes over time.

Shavelson, Hubner, and Stanton (2018) propose a model that emphasizes the

dynamic interplay between self-concept and academic achievement,

highlighting how experiences in educational settings contribute to the

development and refinement of a student's self-concept.

Strategies for Enhancing Student’s Self-Concept

Educational interventions play a crucial role in shaping students’ self

concept. Moreover, the study by Miu and Cheng (2018) demonstrates the
effectiveness of positive reinforcement and encouragement in nurturing a

strong self-concept among students.

Self-concept, a person's perception of their own abilities, plays a

significant role in academic achievement and motivation (Marsh & Martin,

2017). Several strategies have been identified in the literature to enhance

students' self-concept.

One such strategy is the use of positive reinforcement. According to a

study by Henderlong Corpus and Lepper (2017), positive reinforcement, such

as praise and rewards, can enhance students' self-concept when it is

perceived as sincere and linked to effort rather than ability.

Moreover, goal setting has also been identified as a strategy to

enhance students' self-concept. A study by Morisano et al. (2017) found that

when students set specific, challenging, and meaningful academic goals, it

can enhance their academic self-concept by fostering a sense of competence

and purpose.

The Influence of Parental Involvement on Academic Self-Concept

Research consistently indicates that parental involvement has a

significant impact on students' academic self-concept. Jeynes (2016)

conducted a comprehensive meta-analysis of studies on parental involvement

and academic outcomes, revealing a positive correlation between parental

engagement and students' self-perceived academic abilities. As parents

actively participate in their child's educational journey, providing support,

encouragement, and resources, students tend to develop a more positive

academic self-concept.
 The connection between parental involvement and academic

achievement directly influences students' perceptions of their academic

abilities. A study by Hill and Tyson (2019) found that parents who actively

engage in their child's education contribute to higher academic achievement,

which, in turn, positively impacts students' academic self-concept. The

involvement of parents in academic activities reinforces a sense of

competence and accomplishment, shaping how students perceive their own

academic capabilities.

CHAPTER 3

RESEACRH METHODOLOGY
 This chapter will present a research design that will be used to

investigate the effect of parental involvement on students academic self-

concept . The locale of the study, participants, sampling, research

instruments, and data collection technique will all be covered in this chapter.

Research Design

This study will employ descriptive-correlational research design.

Descriptive correlational studies describe the variables and the natural

relationship that exist between and among them. This quantitative research

aimed at discovering how many people think, act or feel in a specific way.

This quantitative research method sought to describe two or more variables

their relationships .A descriptive correlation design was used to provide an

overview of the current situation. This research design assisted the

researchers in better understanding on parents involvement on students

academic self-concept.

Respondents of the Study

These respondents of the study will be one hundred (100) grade-6

students who are enrolled in Maramag Central Elementary School selected

from the records provided by their adviser; there are over 300 grade 6

students in total.

Locale of the Study

This study will be conducted at Maramag Central Elementary School

(MCE/S) Purok5a, North Poblacion Maramag Bukidnon. MCE/S is one of the

school that has a competent teachers, with humanistic professions,

compassion, an active teachers and a lot of awards received by the teachers

of MCE/S.

Figure 2: Map of the Locale (Maramag Bukidnon )

Research Instrument
 The research study will be using an adaptive questionnaire in order to

find the level of parental involvement, it is composed of 15 questions. Another

survey questionnaire will be used to find the level of academic self-concept.

Data for the study will be gathered using a researcher-made

questionnaire validated by an expert. The questionnaire will be composed of

fifteen (15) questions, ten (10) questions for the parents and five (5) for

students.

Sampling Procedure

This study will employ a simple random sampling technique to select

respondents. The researcher will utilize a random sampling approach,

employing draw lots to identify participants. The names of students chosen

through this random drawing will constitute our sample. As emphasized by

Creswell (2014), random sampling is a robust method that ensures each

member of the population has an equal chance of being included in the study,

enhancing the generalizability of findings to the broader population.

Data Gathering

In this study the researchers sent a letter of permission to the principal

of MCE/S and to the parents of the student respondents and also asked the

permission the respondent themselves before conducting the research

through a survey form. The researchers will be conduct the research for about

3-5 minutes each .The researcher use suitable question from related research

and individual question. In this study, the respondent answered the

questionnaire in their homes or any other comfortable place of their choice.

The data gathered from this research instrument were collected and
organized according to the answers of the respondent. The data on parental

involvement on student academic Self-concept will be sent by the teachers in

charge to the researchers.

Data Analysis

The data gathered will be treated using percentage, mean, standard

deviation to find the level of parental involvement as well as the level of

students academic self-concept. Moreover, in order to find the relationship

between parental involvement and students academic self-concept, persons

product moment correlation will be used.

 IRENE B. ANTONIO COLLEGE OF MINDANAO
RN Pepito St., Valencia City, 8709 Bukidnon
Tel No. 0917 863 5883
Email Add:irenebantonio3@gmail.com Website: www.ibacmi.edu.ph

SURVEY QUESTIONNAIRE ON THE EFFECTS OF PARENTAL

INVOLVEMENT ON STUDENTS ACADEMIC SELF-CONCEPT

Direction: Using the rating scale below, put a check (√) mark on the column
that corresponds to your answer. Please answer as honest as you can and do
not leave any items for these are essential in our research data.

Name (optional) :___________________

5 Strongly Agree
4 Agree
3 Somewhat Agree
2 Disagree
1 Strongly Disagree

Part I: Parental Involvement

No. 5 4 3 2 1
1 My parents are involved in my academic life.
2 My parents communicate with me about my
academic progress.
3 My parents attend parent-teacher conferences.
4 My parents support my academic pursuits.
5 My parents provide academic support for me
at home.
6 My parents offer positive reinforcement
regarding my academic performance.
7 My parents participate in school events and
activities..