Influence Of Parental Involvement Research Articles

The influence of parental involvement on students’ non-cognitive abilities in rural ethnic regions of northwest China

The development of children’s non-cognitive abilities is crucial for both individuals and society as a whole. In this study, using a follow-up survey on 5369 primary students in rural ethnic regions of northwest China, we aim to examine the levels of parental involvement in rural ethnic regions and investigate its effect on students’ non-cognitive abilities. Our results show the following: first, parental involvement in rural ethnic regions of northwest China is quite low. Parents pay more attention to their children’s academic performance than to their non-cognitive abilities and the personal involvement is seriously lacking. Second, students from families with more favorable economic status, high parental education levels, non-migrant parents, and primary caregivers who are parents experience higher levels of parental involvement. Though Han students generally have higher maternal involvement and lower paternal involvement than minorities, the ethnic differences are reduced after controlling the covariates. Third, using the value-added model, after controlling for individual, family, class, county and baseline variables, we find that maternal behavioral and personal involvement and paternal cognitive and behavioral involvement have significant positive effects on children’s non-cognitive abilities. We use causal identification methods including propensity score matching and Mahalanobis distance matching to do the robustness test.

Influence of Parental Variables on Academic Achievement of Business Education Students. A Case Study of Teritary Institutions in Delta State.

This study examined the influence of parental variables on academic achievement of business education students in tertiary institutions in Delta State. Four research questions were raised and answered and four null and alternate hypotheses were formulated and tested at 0.05 level of significance to guide the study. The main purpose of the study was to determine the influence of parental variables on business education students’ academic achievement in tertiary institutions in Delta State. Specifically, the study sought to determine the influence of parental financial support on academic achievement of business education students in tertiary institutions in Delta State; influence of parental involvement on academic achievement of business education students in tertiary institutions in Delta State; influence of level of parental educational background on academic achievement of business education students in tertiary institutions in Delta State and the comparative influence of parental variables on academic achievement of business education students in tertiary institutions in Delta State. The correlational survey research and expo-facto was used. The population of the study was 441 business education students and the sample size was 172. The instrument used was a structured questionnaire and was validated by five experts. The reliability coefficient of the instrument using PPMC reported r=0.78. The data collected was analyzed using Mean, Standard Deviation, Chi-Square and Multivariate Simple Linear Regression Analysis. Findings of the study include: Parental financial support influence academic achievement of business education students in tertiary institutions in Delta State to a high extent. In addition, parental involvement influence academic achievement of business education students in tertiary institutions in Delta State to a high extent. It was therefore concluded that that parental financial support, involvement and level of parents education background influence business education students’ academic achievement in tertiary institutions in Delta State to a high extent. The study also concluded that all the parental variables (parental financial support, involvement and level of parents educational background) do significantly influence business education students’ academic achievement in tertiary institutions in Delta State. It was recommended that parents should continually be involve in the academic activities of their children at all time. Also that Government should provide loans, grants and scholarship to students as this will assist them in boasting their academic achievement among others.

The Influence of Parental Involvement in Children’s Homework on Academic

The Influence of Parental Involvement in Children’s Homework on Academic

Influence of Parental Involvement as a Discipline Management Strategy on the Academic Achievement of Students in Siaya County

Influence of Parental Involvement as a Discipline Management Strategy on the Academic Achievement of Students in Siaya County

Influence of Parental Involvement On the Pilgrim Christian College Basic Education Students’ Developmental Skills Amisdt Global Pandemic

Parental Involvement plays a significant part in children’s growth and development. This study investigated the parental involvement on their children’s developmental skills. A total of 30 parents of Pilgrim Christian College participated in the study amidst the global pandemic. A questionnaire containing the items from Epstein’s parental involvement, and ECCD checklist of basic education’s developmental skills. Descriptive statistics and multiple regression were used to organize the data. Findings reveal that the components of parental involvement were rated as very high, except volunteerism which was rated as high. The children’s developmental domains were rated as very high. Parental involvement significantly influenced the children’s developmental skills. The study affirms that parental involvement has greatly contributed to the development of their children’s skills, and it points to the need for the development of the children’s emotions. Parents may continue their involvement for their children’s education especially in getting and returning modules and other activities.

Teacher’s Sense of Efficacy and Students’ Motivation: The Mediating Effect of Parental Involvement

Aims: To determine the mediating effect of parental involvement in the relationship of teacher’s sense of efficacy and students’ motivation.
 Study Design: Quantitative non-experimental design.
 Place and Duration of Study: The study was conducted among secondary school teachers in all public schools in the Division of Davao del Sur, Region 11, Mindanao, Philippines during the school year 2021-2022.
 Methodology: The respondents were 308 secondary school teachers from the Division of Davao del sur, selected using stratified random sampling. The data were collected using google forms. Mean, standard deviation, Regression Analysis, and Medgraph using Sobel z-test were used to analyze the collected data.
 Results: The overall results showed that the study had very high mean of teacher’s sense of efficacy, high mean of students’ motivation and very high mean of parental involvement. From the significant relationship of each variable, parental involvement partially mediates the relationship between the teacher's sense of efficacy and the students’ motivation. There is not only a significant relationship between parental involvement and teacher's sense of efficacy but there is also a direct relationship between the teacher's sense of efficacy and students’ motivation.
 Conclusion: The results proved that the teacher’s sense of efficacy directly affects the students’ motivation with the influence of parental involvement.

Parental Involvement and Children's Positive and Negative Emotion: The Mediating Role of Academic Stress

In education, it is easy to ignore children's emotional needs, which affects physical and mental health. A quantitative study randomly distributed a questionnaire among selected primary school children who reported academic stress, emotional state, and parental involvement. The study's findings indicated a correlation between parental involvement, academic stress, and positive and negative emotions. Academic stress played a partial mediating role in the influence of parental involvement on emotion. Children's emotional state can be improved with parents’ involvement in their lives and studies; however, children should be given relief from academic stress to make them happy indirectly. The study aims to investigate parental involvement's influence on children's positive and negative emotions and whether academic stress plays a mediating role.

The Relationships Among Parent Involvement, Student Self-Determination, and Postsecondary Education Enrollment for Students With Learning Disabilities

In light of the lower rates of postsecondary education enrollment by students with learning disabilities (LD), researchers have sought to identify predictors of enrollment so that improvement efforts can target specific predictors. Taking advantage of the rich data provided in the National Longitudinal Transition Study-2, we conducted a secondary data analysis to investigate how parent involvement and student self-determination predict postsecondary education enrollment for students with LD. Findings from structural equation modeling analyses showed that parent involvement and student self-determination predict postsecondary education enrollment, and the influence of parent involvement is mediated by student self-determination. These results suggest that parents play an essential role in the secondary transition process, and schools need to make concerted efforts to work with parents to foster student self-determination, which ultimately promotes students’ participation in postsecondary education.

Influence of parental involvement and student achievement in biology

Parental involvement has become a priority on school campuses nationwide because of the positive effect on student academic performance suggested by some researchers and the legal mandate of the No Child Left behind (NCLB) Act of 2001 to implement parent participation strategies. This study investigated influence of parental involvement and student achievement in biology. The objectives were to find out how parenting is related to students’ academic performance, to find out the extent to which parenting is related to students’ academic performance, and how parenting influences student’s scientific skills. The study concluded that Parent involvement has a positive effect on students learning outcome hence parents should not relent in giving moral, emotional and financial support to their children’s education. It was therefore recommended that Parents should visit their children’s school and Biology teacher routinely to find out how they are faring in the subject. Parents should supervise children’s study time in the study of Biology.

Influence of parental involvement and student achievement in biology

Influence of parental involvement and student achievement in biology

The Influence of Parental Involvement On Student Achievement

The study examined the relationship between the parental involvement and student achievement and how parent involvement in terms of encouragement, modeling, reinforcement and instruction influences student achievement in Diliman Preparatory School SY 2021-2022. The data were gathered utilizing a the adapted and modified questionnaire and administered to 128 parents of the students enrolled in the intermediate grade level of Diliman Preparatory School. Results showed that parents are strongly agree that they encourage their children to believe that they are capable of learning new things, that they can succeed in school. In terms of modeling, the parents show to their child that they must not give up when things get tough in school and they show that they gain as much knowledge as possible, and they can learn new things. In terms of reinforcement, parents are strongly agree that they show their child that they like it when their child is eager to learn new things and skills to develop and maintain their child’s attributes which can result with positive learning outcomes. In terms of Instruction, they teach their child to ask questions when they are unsure about something. and adhere to the teacher's instructions. Finally, the relationship between parental involvement and child’s performance was found to be negative. However, the strength of that relationship varied based on the type of assessment used to measure student achievement. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum.

Parental involvement and Children's internet uses - Relationship with parental role construction, self-efficacy, internet skills, and parental instruction

Internet use is significant in the everyday lives of children and can be distinguished into different uses (e.g., entertainment-related, informative or school-related). When considering the literature on internet inquiries, the family as an informal place of learning is of particular importance. Although some predictors within the family (e.g., structural factors) are widely researched, comprehensive results on the influence of parental involvement, especially parental instruction as a form of parental support during information-related internet activities, on different internet uses are still lacking. Therefore, the study investigates (1) the relationship of parental role construction, self-efficacy, internet skills, and parental instruction in information-related internet use perceived by parents and children and (2) the relationship of parental role construction, self-efficacy, internet skills, parental instruction, and children's internet uses at home (entertainment-related, practical and school-or-learning-related). The mediation effects of parental instruction were also tested. A paper-and-pencil questionnaire was answered by 361 German children and their parents. Structural equation modeling was applied to answer the research questions. We observed that children's perceived parental instruction was positively associated with children's practical and school-or-learning-related internet use. Parents' motivational factors were the strongest predictors for parents' perceived parental instruction The findings have significant implications for research and practice on how parents can be more active in fulfilling their role as supporters for children's internet use.

PERAN KETERLIBATAN ORANG TUA MELALUI PoSKesGi DALAM KOMUNITAS KELUARGA TERHADAP PERUBAHAN NILAI OHIS ANAK KEBUTUHAN KHUSUS

Maintenance of dental and oral hygiene is very important for dental and oral health. The OHIS value can be used as an indicator of dental and oral hygiene. Children with special needs are children who have limitations in one or several abilities. The need for the role of a mother is not a short period so there must be a sense of togetherness in the community to foster togetherness and care for children with special needs, PoskesGi is a forum for Peer Group activities which is a form of community empowerment where the participants are family communities who have children with special needs. The purpose of this study was the influence of the form of peer groups as a means of fostering parental involvement in the maintenance of dental and oral hygiene of children with special needs.The research is descriptive analytic by using a cross sectional study design approach and the sampling technique is the total sampling method. The data analysis method used was statistical calculations using the Wilcoxon test.The results showed that there was a significant difference (p, 0.05) between OHIS before and after the involvement of parents in the Peer Group in the family community of Children with Special Needs. The conclusion is that there is an influence of parental involvement in Peer Group activities for the Children with Special Needs community in changing the OHIS value of children with special needs.Keywords: Community Empowerment, PosKesGi, Peer Group, OHIS for children with special needs

Influence of Parental Involvement on Rehabilitation of Juvenile Delinquents: A Case of Boys Rehabilitation Centres in Kenya

Influence of Parental Involvement on Rehabilitation of Juvenile Delinquents: A Case of Boys Rehabilitation Centres in Kenya

INFLUENCE OF HOME TO SCHOOL COMMUNICATION ON ACADEMIC ACHIEVEMENT OF STANDARD EIGHT PUPILS IN PUBLIC PRIMARY SCHOOLS IN KISUMU WEST SUB –COUNTY, KENYA

Purpose: The purpose of the study was to establish the influence of home to school communication on academic achievement of pupils in public primary schools.
 Methodology: The research design used was sequential explanatory research design, which combined both qualitative and quantitative models of research so that evidence may be mixed and knowledge increased in a more meaningful manner. The study population consisted of 1210 standard eight pupils, 300 standard eight teachers, 1210 standard eight parents and 75 Head teachers drawn from 75 public primary schools in Kisumu West Sub-County, Kisumu, Kenya. Stratified random sampling technique was employed for selecting 23 public primary schools and simple random sampling used in each stratum to select the pupils. Purposive sampling technique was done to select standard eight parents, and head teachers. The researcher would collect data using questionnaires and interview schedule, focus group discussions guide and document analysis. Quantitative data was analyzed through descriptive and results presented in the form of tables, frequencies, Percentages, and accumulative percentages and on the other hand qualitative data generated from open ended questions were organized, categorized and presented in narratives.
 Findings: The study established that home to school communication affected pupils’ academic achievement.
 Unique contribution to theory, practice and policy: The recommendations of the study were that there should be regular academic clinics and pupils progress follows up to help enhance achievement amongst the learners. The ecological system theory of development by (Bronfenbrenner 1969) outlined the influence of parent involvement at schools and the other surrounding influences on a child’s development and academic achievement which the ministry could borrow to enhance academic achievement

Influence of Parental Involvement on Learning Outcomes at Public Early Childhood Centres in Nairobi City County, Kenya

Purpose: Parental support is essential in achieving pupils’ learning outcomes. The purpose of this article is to discuss how parental involvement in pupils’ learning programmes influences pupils’ learning outcomes. The study was conducted in public Early Childhood centres in Nairobi City County, Kenya, to investigate the influence of parental involvement in pupils’ learning programmes on children’s learning outcomes. The problem is that, despite that parents have a responsibility and an influence in the education of their children, not all parents are involved in the learning programmes at the early childhood centres. The objectives of the study were to assess the extent of parental involvement in pupils’ learning programmes and to determine the influence of parental involvement in children’s learning programmes on learning outcomes.Methodology: The study employed descriptive survey targeting the 21 public stand-alone early childhood education centres, 2243 children aged 3-5 years, 21 head teachers and all teachers at the learning centres. Quantitative and qualitative data was collected by using structured interview schedules for head teachers, closed questionnaires for teachers and document analysis guide to process pupils’ learning outcomes (performance). Records of Pupils of PP1 and PP2 levels from each centre were simple randomly sampled for review. By purposive sampling, 48 teachers were sampled, at least one teacher for each of the levels from the 21 institutions. The study employed, means, percentages and the coefficients in the analysis of the data.Findings: The study revealed that 38.1 percent of the learning centres had parents who gave less than 50 percent of the expected support and that centres that involved parents in the learning programmes had higher learning outcomes. The conclusion is that parental involvement in the education of their children leads to high learning outcomes.Unique contribution to theory, practice and policy: The study recommended that The County Government should develop and implement a policy to support establishment and enforcement of a framework through which parents can work in partnership with the teachers at the learning centres. There is need for government instituted structures for sensitization of the parents on their role in the education of their children.

Parental Involvement in Early Second Language Learning: The Role of the Immediate Environment

The home environment, school environment, parents' attitudes, motivation towards second language learning and teachers are some factors that can affect children’s development in second language learning. Moreover, parents' supervision aside children's support is essential during the learning stage. This study aimed at exploring the influence of parental involvement in their children's' second language learning. Parents of first-grade primary school pupils enrolled at selected private schools located in the Turkish Republic of Northern Cyprus were selected and 150 structured questionnaires were administered and retrieved. The research subsequently employed PLS-SEM for the structural model analysis study with the use of SmartPLS 3. The influence of income level, marital status, and parents' educational level was investigated through the use of multi-group analysis (MGA). It was found in the study that parents' educational level significantly moderate the relationship between method employed by parents and their source of motivation in their children's second language learning stage. Moreover, it was found that methods employed by the parents and their source of motivation influence the child second language learning, also a statistically significant relation was found between these variables.

Effectiveness of Family-Based Behavior Change Interventions on Obesity-Related Behavior Change in Children: A Realist Synthesis.

Effective treatment interventions for childhood obesity involve parents, are multicomponent and use behavior change strategies, but more information is needed on the mechanisms influencing behavioral outcomes and the type of parental involvement that is efficacious in behavioral treatment interventions with school-age children. This review aimed to understand key characteristics of programs that contribute to dietary and physical activity behavioral outcomes, and through which key mechanisms. This was a systematic review with narrative synthesis following PRISMA guidelines and realist analysis using RAMESES guidelines to explain outcome patterns and influence of parental involvement. Overall, the findings contribute to understanding the complex relationship between family barriers to behavior change, strategies employed in treatment interventions and behavioral outcomes. Implications for enhancing future policy and practice include involving parents in goal setting, motivational counselling, role modeling, and restructuring the physical environment to promote mutual empowerment of both parents and children, shared value and whole-family ownership in which intrinsic motivation and self-efficacy are implicit. These characteristics were associated with positive dietary and physical activity behavior change in children and may be useful considerations for the design and implementation of future theory-based treatment interventions to encourage habitual healthy diet and physical activity to reduce childhood obesity.

HOW PARENTAL INVOLVEMENT IN ACTIVITIES AT SCHOOL INFLUENCES CHILDREN’S LEARNING OUTCOMES IN MBOONI EAST SUB COUNTY, MAKUENI COUNTY, KENYA

The study sought to underscore the influence of parental involvement in activities at school on learning outcomes among preschool learners. Its purpose was to determine the influence parental involvement in activities at school on learning outcomes among preschool learners in Mbooni Sub County, Makueni County. The study adopted a descriptive survey design that use structured interviews and questionnaire that intended to verify information, perceptions opinions and views of the respondents and an observation schedule for collecting data on the learning outcomes of the children. The dependent variable of the study was learning outcomes among preschool learners in Makueni County, Kenya, while independent variable was parental involvement in activities at school. The target population was teachers, parents and preschool learners in the County. Purposive sampling was used to select the teachers and parents whereas simple random sampling was used to select learners. A sample of 42 teachers, 33 parents and 72 ECDE learners were involved. Validity of the instruments was tested during piloting. Reliability of the instruments was ascertained through testing and re-testing to a sample that was not sampled for the actual study. Data was collected after acquiring permit from NACOSTI. Instructions and arrangements on how to collect the data was made with regard to dates agreed between the researcher and the respondents on when to deliver the questionnaire and observe the children during live lessons as well as conducting of the interviews. Data was analyzed using both qualitative and quantitative techniques. Qualitative data was analyzed thematically along the specific themes and presented in narrative forms whereas the quantitative data was analyzed descriptively using frequencies and percentages with the help of Statistical Packages for Social Sciences (SPSS Version 23). The data was presented using tables in order to get the findings. This study may inform teachers, parents and policy makers about the influence of parental involvement in activities at school on children’s learning outcomes in Mbooni East Sub County. The study highlighted the significance of parents- teachers meeting, parent teacher child association, school feeding programmes as well as parents being resource person in passing first-hand information to children as they discuss different roles they undertake in the community. The study thus recommends partnerships of all stakeholders through proper communication and feedback. The National and County Governments should ensure food security in the preschools to enhance school retention, attendance rates, and enrollment for better learning outcomes among other benefits. Article visualizations:

Revealing Findings in Youth Sport Parenting Research

It is widely accepted that parents are a pivotal part of young people’s sporting journey, and over the last 4 decades there has been a substantial growth in research pertaining to youth sport parenting. The aim of this paper is to review the status of the literature pertaining to parenting in youth sport and suggest areas for future work. Specifically, the author provides a very brief history of sport parenting research before turning attention to the 3 areas of study that are currently attracting the majority of researchers’ attention: the influence of parental involvement in youth sport, factors affecting parental involvement in youth sport, and strategies to promote high-quality parental involvement. Future research directions pertaining to the sport parenting questions that are asked, the populations that are sampled, and the interventions that are developed and evaluated are subsequently provided. Finally, the paper concludes with some considerations for best practice in sport clubs and organizations that seek to foster more adaptive youth sport parenting.