What is the relationship between parental involvement and academic self-confidence of junior secondary school students in Awka? What is the relationship between parental involvement and academic engagement among junior secondary school students in Awka?
Parental involvement in the academic activities of their children, no doubt, plays a vital role towards developing academic self-confidence and engagement of the students. As the primary socializing agent of the children, parents have the responsibility of nurturing them for all round development through their interaction. However, in this contemporary time where parents are very busy with making money and pursuing their different careers and vocations, they seem to pay less or no attention by getting involved in the academic activities of their wards, thereby, leaving them solely in the hands of teachers or all by themselves. This development seems to be a slap on the expectation that parents through nurturing their children build their self-confidence which could in turn affect how they engage in academic activities. It is against this scenario that the researcher determines to explore the predictive influence of perceived parental involvement on academic self-confidence and academic engagement among junior secondary school students in Awka.
Parental involvement refers to the degree to which parents are committed to their role in providing guidance, showing interest, motivating their wards and having a good communication skill geared towards promoting their children’s active engagement in the school. It typically concerns the amount of effort that parents put into child-oriented education as well as other activities. Apparently, parental involvement refers to parent behaviours related to the child’s school or schooling that can be observed as manifestations of their commitment to their child’s educational affairs. This means that a parent who shows these behaviours in a larger extent, can be regarded as higher involved than a parent who shows these behaviours in a lesser degree. In this study, parental involvement is delimited to the degree to which students feel that their parents get involved and put efforts into their education to ensure their active engagement in academic activities revolving around teaching and learning processes in the classroom.
Table of Contents
Introduction
Statement of problem
Method
Results
Discussion
Conclusion
Recommendations
References
Research Objectives and Key Themes
This study aims to examine the predictive influence of parental involvement on the academic self-confidence and academic engagement of junior secondary school students in Awka. The research seeks to determine whether supportive parental behaviors correlate with enhanced student confidence and higher levels of participation in classroom learning activities.
- Predictive relationship between parental involvement and academic self-confidence.
- Predictive relationship between parental involvement and academic engagement.
- The role of the home environment as a foundation for school adjustment.
- The multidimensional nature of student engagement (cognitive, emotional, and behavioural).
- Educational strategies for improving parental awareness and participation.
Excerpt from the Book
Introduction
Academic engagement is gaining increasing attention in education as a means of promoting positive academic and social behavior outcomes for diverse learners across all levels of education (Maha, 2012). When students feel confident about their academic lives, there seems to be the tendency that they will crave for active engagement in the academic activities available in their schools and in their classrooms in particular. At all academic levels, teachers and educational authorities seek to engage students in academic and learning activities (Rashedi, Abolmaali & Shaterian, 2015). Thus, all the efforts that teachers make during teaching and learning processes are directed to be in tandem with the desire of every parent for students to be actively engaged in the learning opportunities offered in their learning environment. This trend has resulted from researchers’ and university leaders’ increasing attention to student-centeredness in educational pedagogy and development (McCormic, Kinzie & Gonyea, 2013). Academic engagement refers to the extent to which students identify with and value school outcomes, and participate in academic and non-academic activities (Muriana & Muriana, 2014). From the above definition, it is obvious that academic engagement covers academic activities and other learning opportunities offered to students by the schools which may not be limited to the classroom. This study, therefore, involves itself to students’ active engagement in academic activities and opportunities presented in their classroom learning environment only.
Summary of Chapters
Introduction: Provides the theoretical background on academic engagement and self-confidence, establishing the context of the study and the significance of parental involvement.
Statement of problem: Highlights the issue of reduced parental attention toward academic activities due to busy lifestyles and the resulting need to examine the impact of this involvement on students.
Method: Details the correlational research design, sampling of 200 JS2 students, and the use of three standardized questionnaires to measure parental involvement, self-confidence, and engagement.
Results: Presents the statistical findings, demonstrating a high, positive, and significant relationship between parental involvement and both dependent variables.
Discussion: Interprets the findings by linking them to existing literature and theories, emphasizing the critical role parents play in driving student success.
Conclusion: Summarizes that parental involvement acts as a vital booster for academic self-confidence and actively drives students toward better classroom engagement.
Recommendations: Suggests that the government and school authorities should launch awareness programs and discourage excessive extra-mural classes to allow parents more quality time for their children’s education.
References: Lists the academic sources utilized throughout the research study.
Keywords
parental involvement, academic self-confidence, academic engagement, junior secondary school students, student-centered pedagogy, educational psychology, school adjustment, academic performance, learning outcomes, home environment, cognitive engagement, behavioural engagement, emotional engagement.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on analyzing how parental involvement influences the academic self-confidence and engagement levels of junior secondary school students.
What are the central themes discussed in the work?
The study revolves around student-centered education, the psychological aspects of self-confidence, and the critical role of parental support in facilitating academic success.
What is the main research question or goal?
The primary goal is to determine if there is a significant predictive relationship between the degree of parental involvement and the students' academic confidence and their active engagement in classroom activities.
Which research methodology was utilized?
The study employed a correlational, ex-post facto research design, gathering quantitative data from 200 students through structured questionnaires analyzed using Pearson’s moment correlation coefficient.
What does the main body of the work cover?
The main body explores the definitions and models of academic engagement, the impact of parental support on school adjustment, and the statistical results derived from the research data.
Which keywords best characterize this study?
The study is best characterized by terms like parental involvement, academic self-confidence, academic engagement, and junior secondary school students.
How is "Academic Engagement" defined in this study?
It is defined as the extent to which students identify with and value school outcomes, and participate in both academic and non-academic activities within their learning environment.
What specific recommendation is made regarding extra-mural classes?
The authors recommend that the government should establish policies to scrape extra-mural classes because they exhaust students and prevent parents from engaging effectively with their children's learning at home.
What did the results reveal about the relationship between variables?
The findings indicated a high and positive significant relationship, meaning students with more involved parents exhibit higher academic self-confidence and more active engagement.
- Arbeit zitieren
- Elizabeth Ifeoma Anierobi (Autor:in), Obinna Anthony Ezennaka (Autor:in), 2016, The Influence of Parental Involvement on Academic Self-Confidence and Engagement, München, GRIN Verlag, https://www.grin.com/document/505324
