PARENTAL INVOLVEMENT OF INDONESIAN SENIOR HIGH STUDENTS: CONTRIBUTION TOWARDS ACADEMIC SUCCESS

Fathor Rasyid

doi:10.32505/jl3t.v3i1.333

Abstract

The research was carried out to investigate whether there was any significant contribution of family background and parental involvement towards students’ achievement, and which spesific parental involvement aspects best predict students English performance. To this end, English test was administered to Indonesian senior high school students (n= 222), and questionnaire was to their parents.Path analysis with smartPLS was utilized to analyze the data. The results revealed that the contribution of family background towards parental involvement is significant. However, there are no significant contributions of parental involvement and family background towards students’ achievement. No significant contribution is also found between family background and students’ achievement through intermediary variable of parental involvement. Other finding indicated that parents’ aspiration and expectation along with enhancing learning opportunities at home had the strongest effects on students’ achievement.

Highlights

In recent years, due to the development of sociology of education, the role of parents has long been thought to be centrally important to the academic achievement of their children
There is a plethora of evidence revealing that parental involvement in education is associated with positive gains in children’s academic and cognitive outcomes as well as English achievement
Contribution of Family Background (SES) to Parental Involvement The present study investigates the contribution of family social economic status indicated by socioeconomic status (SES) towards parental involvement in their children’s English achievement

Summary

Introduction

Due to the development of sociology of education, the role of parents has long been thought to be centrally important to the academic achievement of their children. Contribution of Family Background (SES) to Parental Involvement The present study investigates the contribution of family social economic status indicated by SES towards parental involvement in their children’s English achievement. The findings of the study suggest that parents’ background as indicated by their education, occupation and income contributes significantly to parental involvement with a path coefficient of 4.950.

Results

Conclusion