VALUE ORIENTATION

AND ACADEMIC
ACHIEVEMENT
Chapter 11
A crucial part of every child’s growth and
development.

Greatly affected their

(a)education
(b)orientation
(c)character

Likethe popular Malay proverbs, “Melentur

buluh, biarlah dari rebungnya.”

Value orientation
Related to the students’ ability &
performance which is multidimensional:
(a)human growth and cognitive
(b)emotional
(c)social
(d)physical development

These factors give reflection the whole

child. [Steinberg, 1993]

Academic achievement
Motivation
The importance of motivation for a student:
Determines the extent of learner’s active
involvement and attitude towards learning (Ngeow,
Karen Yeok-Hwa, 1998)
Main element that determines success in
developing a second language and also the extent of
active, personal involvement in second language
learning (Oxford & Shearin, 1994)

Motivation
Motivation
 Knowledge passed down from the parents to the
children.

 An individual without good values orientation will

be lost in so many ways:
a) No ambition in life
b)Develop negative attitudes
c) Many other circumstances that lead to an
unhealthy life.

 Parents’ responsibility to instill good behaviour in

their little ones.

Values
Authoritative

a.Firm but caring, have high

expectation.
b.High self-esteem , confident and
security.
c.Willing to take risk and are
successful in school.

Parents’ values and aspiration

Authoritarian

a.Detached from verbal give and take.

b.Worried more on pleasing their
parents.

Parents’ values and aspiration

Permissive

a.Total freedom are given to the

children.
b.Lack of self control
c.Easily unmotivated

Parents’ values and aspiration

Uninvolved

a.Parents have little interest in their

child development.
b.Lacking self control and long term
goals.
c.Easily frustrated.

Parents’ values and aspiration

Crandell 1963, Hess and Halloway, 1984,
aspiration for their children’s educational
attainments are related to their children’s
own aspiration for academic success.

According to Goodnow and Collins 1990,

Parent’s aspiration for educational
attainments however changes as children
make their way trough educational system.

Parents’ values and aspiration

Children will be more motivated and
successful if the parents take interest and
are involved in their child development.

For example, parents send their children to

the best tuition available or getting the best
teacher as a home tutor or sending them
to a seminar to help the children become
more succesful.

Parents’ values and aspiration

Parents are facing:
◦ Working condition and timetable
◦ Workload
◦ Stress and conflicts

Educate their children to achieve one step

ahead better than the parents
Help children to become more motivated
and determined

Parents’ job dissatisfaction

Parents’ job dissatisfaction
The role of parents in the academic
achievement of their children can be range
from indirect to direct involvement.

Three (3) different types of parental

involvement :
1. Actual involvement in school.
2. At home behaviors.
3. The attitudes and expectations of
parents.

Parents’ interest and attitude

 When parents are involved in their children’s
education, it benefits both parents and children
for it :

a. Enhance children’s self-esteem

b. Improves children’s academic
achievement
c. Improves parent-child relationship
d. Help parents develop positive attitudes
towards school
e. Better understanding of the schooling
process

Parents’ interest and attitude

Ways to involve parents in their children’s
education:

a)Involvement at school

Attending the PIBG meeting held annually

in schools.

Attending the students’ report card day

held twice a year.

Parents’ interest and attitude

 b) Involvement at home

 Help with homework and selection of courses

(Steinberg, Lamborn, Dornbusch and Darling
1992)

 Encourage and support their academic

endeavors

 Monitor their everyday activities (Keith,

Reimers, Fehrmann, Pottebaum and Aubey
1986)

Parents’ interest and attitude

Parents do not have the time to do so

They find it uneasy to be at school

Socioeconomics level differ from others

Parents don’t have the knowledge and don’t

know in what ways they can contribute

Difficulties in involving parents