Parental Academic Support Research Articles

The Association Between Parental Academic Support and Students’ Academic Well-Being: The Mediating Role of Academic Resilience

Background: Parental academic support plays a significant role in fostering academic resilience in students. By providing encouragement, guidance, and emotional support, parents can help their children develop the coping skills and self-confidence necessary to overcome obstacles and persist in their academic endeavors. Objectives: This study examines the relationship between parental academic support and students’ academic well-being, with a particular focus on the mediating role of academic resilience. Methods: This study employed a descriptive-correlational design. The population included all high school students in Ahvaz city during the 2022 - 2023 academic year. A sample of 384 students was selected using a multistage cluster sampling method. The research instruments included the School-Related Well-Being Scale (SWBS), Academic Support Scale, and Academic Resilience Scale. Structural equation modeling (SEM) in SPSS 25 and AMOS 25 was used to analyze the model relationships, followed by bootstrapping to test indirect effects. Results: The findings indicated significant positive relationships between academic resilience and academic well-being, and between parental academic support and academic resilience (P < 0.001). However, the direct relationship between parental academic support and academic well-being was not significant. The indirect relationship between parental academic support and academic well-being through academic resilience was found to be significant (P = 0.006). The final model demonstrated a good fit to the data, as evidenced by fit indices, including RMSEA (0.001), TLI (0.99), and CFI (0.99). Conclusions: The findings support the hypothesized mediating role of academic resilience. These results suggest that parental involvement, which fosters students' ability to recover from setbacks and persist in their studies, ultimately contributes to positive academic experiences and well-being.

초등학교 학생역량의 잠재계층 전이 유형 분류와 영향 요인 탐색

Objectives The study, in order to understand how elementary school student competencies appear and strengthen competency-based education, we confirmed the classification of latent classes in the 4th and 5th grades of elementary school, identified the patterns of student competency transition, and examined the impact of individual, family, and school-related factors on each latent class. Methods For this purpose, Latent Profile Analysis and Latent Transition Analysis were conducted, utilizing data from the first year (2021) and the second year (2022) of panel data for 4th graders (total sample size of 3,671) from the Gyeongnam Education Longitudinal Study Information collected by the Gyeongsangnam-do Office of Education. Results In the 4th grade of elementary school, the latent class of student competency was classified into three groups: ‘low competency,’ ‘medium competency,’ and ‘high competency.’ In the 5th grade of elementary school, the latent class of student competency was classified into two groups: ‘low competency’ and ‘high competency.’ It was confirmed that some of the low competency group and the medium competency group in the 4th grade of elementary school were integrated into the low-competency group in the 5th grade, and that some of the medium competency group and the high-competency group in the 4th grade of elementary school were integrated into the high competency group in the 5th grade. Conclusions Factors significantly influencing the transition from the 4th-grade student competency latent class to that of the 5th grade were found to be self-directed learning, communication with parents, parental academic support, attitude towards assessment, and satisfaction with remote learning. Based on the key research results influencing student competency, educational policy implications for enhancing student competency were derived and discussed.

Parental Support in Language Skills Development: Scale Development and Validation

The present study aims to develop a measurement tool that involves parental support for the language skills development process in mother tongue education or language arts classes (Turkish course in Türkiye, L1). Family is an undeniable factor in a child’s academic performance. In this context, there is no measurement tool that examines the support provided by families to their children in the field of language arts (mother tongue education). Considering that such a measurement tool would be useful for researchers and teachers, the study set out to develop it. The scale is not language specific, but in order to apply it to the Turkish parents it was created in Turkish. In order to develop the measurement tool, first, a literature review was conducted. The relationship between family and academic achievement, family social support, and parental academic support were investigated. In addition, interviews were conducted with five parents on a voluntary basis, and the actions that parents can take to support language skills were investigated. Thus, the item pool of the measurement tool was formed as 32 items. These items were prepared within the framework of the relevant literature and interviews with parents in a way to cover the following topics: parents’ guiding and activities that can support language skills, parents’ emotional support to the child, parents’ material support that can enhance language skills, parents’ support to the child in homework assignments in language arts classes (Turkish course in Türkiye). The items were presented to the inspection of two field experts and one measurement and evaluation expert. In addition, the items were presented to a field expert and two parents for the inspection of language and expression, and measures were taken to ensure that there were no incomprehensible items. After these stages, a total of 439 parents formed the participants of the study. While 204 of these participants were used for item analysis and EFA (exploratory factor analysis), 235 of them were used for CFA (confirmatory factor analysis), convergent validity and reliability analysis. Based on the findings obtained, 24-item, 4-factor “Parental Support in Language Skills Development Scale” can be considered as a valid and reliable measurement tool.

중·고등학교 학생의 영어 수업이해도 변화추이에 영향을 미치는 부모 요인 분석

Objectives This study aims to examine the trends in the understanding of English classes among middle and high school students. It explores the longitudinal relationships centered on variables such as family background, pa-rental academic support, after-school programs, and private education. Methods Data from the 2nd to 5th year (2019-2022) of the Jeonnam Educational Longitudinal Study (JELS) were analyzed using a Latent Growth Curve Model. The analysis was conducted from the 1st year of middle school to the 1st year of high school to understand the changes in students' understanding of English classes. Predictive variables included individual characteristics, family background, parental academic support, after-school pro-grams, and private education. Results The average initial level of understanding of English classes among middle school students was statisti-cally significant at 3.735, with a rate of change of -0.107. This suggests that the level of understanding of English classes was relatively high in the 1st year of middle school but has been decreasing over the 5-year span of middle and high school. Among the variables affecting changes in the understanding of English classes, only the ex-penditure for academies, tutoring, and worksheets by parents for their children's studies had a positive effect on the initial level but had a negative impact on the rate of change over four years. Participation in private education also had a positive effect on the initial level but a negative effect on the rate of change over four years. Conclusions This study suggests strategies and implications for improving the understanding of English classes among middle and high school students, reflecting the analysis results of major family background variables af-fecting changes in understanding.

The Mediating Role of Sibling Relationships in the Relationship Between Parental Achievement Support and Pressure and Psychological Resilience

A healthy family climate, including parents' attitudes towards their children and the quality of sibling relationships, is essential for child resilience. One of the domains where parental attitudes are determinative is the children's academic life. In an unhealthy family climate, for instance, parental pressure for academic success may cause dysfunctional sibling relationships and low-level psychological resilience in children. The aim is to investigate the mediating role of sibling relationships in the association between parental academic achievement pressure and support and children's resilience levels. Five hundred and one children (10–14 years old) participated in the study. Children completed the Parent Academic Achievement Pressure and Support Scale (PAAPSS), Sibling Relationship Questionnaire (SRQ), Child and Youth Resilience Measure (CYRM-12), and Demographic Information Form. Findings from the two different mediation models of Hayes Process Macro revealed that sibling relationship characteristics of warmth, intimacy, and status, or power, mediated the relationship between parental academic support and resilience levels. Rivalry and conflict were not significant mediators. All parental (i.e., support) and sibling relationship variables explained the 41% variance in child resilience (Model 1). Sibling relationship characteristics of warmth or intimacy, status or power, rivalry, and conflict mediated the relationship between parental academic pressure and resilience. All parental (i.e., pressure) and sibling relationship variables explained the 35% variance in child resilience (Model 2). To improve children's resilience, we propose healthier parental attitudes toward academic issues and more functional sibling relationships.

Parental mentalization goes to school: a brief online mentalization-based intervention to improve parental academic support

ABSTRACT Parental support of children’s learning contributes to children’s motivation, efficacy, and academic success. Nonetheless, in the context of homework, many parents struggle to offer adequate academic support and intervene in a manner that can curtail children’s academic progress. A mentalization-based online intervention was proposed for improving parental homework support. The intervention involves teaching parents to dedicate the first 5 minutes of homework preparation to observation of the child’s and the parent’s mental states. Thirty-seven Israeli parents of elementary school children randomly assigned to intervention or waitlist conditions participated in a pilot study assessing the feasibility and initial efficacy of the intervention. Participants completed self-report measures before and after the intervention or a 2-week waiting period and provided feedback on the intervention. Pilot findings suggest that this low-intensity online intervention can be effective in improving parenting practices in the homework supervision context. A randomized controlled trial is required to further establish the intervention’s efficacy.

Validation of Perceived Academic Support Questionnaire (PASQ): a study using a sample of Dominican Republic high-school students

The influence of academic support on students’ academic and personal development has been previously demonstrated. The objective of this study was to present a validation of the Perceived Academic Support Questionnaire (PASQ). This scale has three dimensions: academic support from (1) teachers, (2) family, and (3) peers. For the reliability analysis, we estimated the Cronbach alpha and Composite Reliability Indices (CRIs). Factorial validity was assessed by confirmatory factor analysis (CFA) and external validity was tested via a structural equation model in which the dimensions of academic support predicted academic motivation. The CFA fit indices showed very good fit to the data, supporting the theoretically proposed three-factor structure. The reliability indices, considering Cronbach alpha and CRI, were adequate for all dimensions and the predictive model fit was satisfactory. Teacher and parental academic support had a positive impact on academic motivation. On the contrary, a negative relationship between peer support and academic motivation was found. The evidence provided supports for the use of the PASQ as a brief academic support scale in future research.

The Relationship Between Parental Academic Success Pressure and Support and Academic Motivation of High School Students

The Relationship Between Parental Academic Success Pressure and Support and Academic Motivation of High School Students

Analysis of Science-Based Entrepreneurship Skills and Parents' Academic Achievement Pressure and Support of Primary School Students

This study aims to examine whether there is a relationship between the academic achievement pressure and support of parents and students' science-based entrepreneurship and how these variables change in terms of parents' activities with their children. For this purpose, one of the quantitative research approaches, the discriptive survey method, was used in the study. 142 students from 3 different primary schools in Erzurum province participated in the study, using the appropriate sampling method. Demographic information questionnaire, Parental Academic Success Pressure and Support Scale (PASPSS), and Science-Based Entrepreneurship Scale (SBES) were used as data collection tools in the study. The data obtained from the participants were analyzed with the SPSS 26.0 package program. As a result, the science-based entrepreneurship levels of the students change in terms of the length of time the parents study with their children and participate in social sports activities. The pressure on their children's academic success is enhancing in terms of parents' children spending time in the digital environment while studying. On the contrary, the higher their children's educational expectations, the more they support their academic success. Finally, weak and intermediate relationships were determined regarding students' science-based entrepreneurship, parental academic achievement pressures, and support.

Associations of 24-Hour Movement Behaviors, Parental Academic Support, and Academic Achievement in Alaskan Adolescents

The purpose of this study was to examine the associations between meeting recommendations for 24-hour movement behaviors, parental academic support, and student academic achievement in a sample of Alaskan adolescents. Data were obtained from the 2019 Alaska Youth Risk Behavior Survey (YRBS; N = 1,897; mean age = 15.8 ± 1.3 years old). The associations between meeting recommendations for the 24-hour movement behaviors of physical activity, screen use, and sleep with high academic achievement (mostly A’s and B’s) were examined using weighted multivariable logistic regressions. Subpopulation analyses determined if associations differed by levels of parental academic support. Approximately 18.8% of the sample met PA recommendations, 70% met screen use recommendations, and 24.6% met sleep recommendations. Parents providing everyday academic support are associated with higher odds of an adolescent reporting mostly A’s and B’s (OR = 2.03, p < .001). Meeting screen use recommendations associated with high academic achievement in adolescents with less than every day pa-rental academic support (OR = 1.87, p = .001) and meeting sleep recommendations associated with high academic achievement in adolescents with less than every day (OR = 2.20, p = .005) and every day (OR = 1.77, p = .038) parental academic support. Meeting PA recommendations did not associate with high academic achievement. These findings elucidate the complexity of these interrelationships but warrant additional longitudinal investigation.

Analysis of the effects of the free semester system on academic achievement and career maturity

In this study, we examined the longitudinal effect of the free semester system on middle school students’ academic achievement and career maturity using the Korean Education Longitudinal Study data, cohort 2013. We performed Difference-in-Difference (DiD) method to analyze whether the free semester system has effects on academic achievement and career maturity using the model moderated by parental academic support. We furthermore utilized quantile DiD method to examine whether the effects of the free semester system differ across the distribution of academic achievement and career maturity. As a result, we first found the significant positive effect of the free semester system on middle school students’ academic achievement and career maturity. Second, we found that parental academic support mediated its effects on math performance. Third, our findings indicate that the free semester system improves students’ academic achievement and career maturity, especially among students who performed to the bottom of its distribution. Based on these findings, practical implications and future research are discussed.

A longitudinal study on the impact of parental academic support and expectations on students’ academic achievement: the mediating role of happiness

A longitudinal study on the impact of parental academic support and expectations on students’ academic achievement: the mediating role of happiness

The Relationships between Parental Academic Support, Emotional Support, and High School Students’ Academic Stress: The Moderating Effect of Intrinsic Motivation

The Relationships between Parental Academic Support, Emotional Support, and High School Students’ Academic Stress: The Moderating Effect of Intrinsic Motivation

Parental involvement in Kosovar education: Relationships with gender, education and employment variables

This article aims to make an initial probe into parent involvement in children’s academic-related activities and how this is affected by the parents’ gender, education and employment variables. Most of the articles written on parental academic support focus on corroborating the positive relationship of parental involvement with student school achievement and cover samples from countries other than Kosova. This is the first correlational study which aims to show the significance of relationships of the specific demographic variables of Kosovar parents and the frequency of their homework help. Data are analysed using frequency distribution and chi-square for the correlation significance. The findings corroborate a higher percentage of females in parental involvement, and a negative correlation of parental involvement with employment and level of education. Implications and explanations for future research and practice are discussed.
 Keywords: Academic success, homework help, Kosovar education, parent involvement, primary level.

Longitudinal Effects of Parental Academic Support on Academic Achievement in Korea: Will You Be a Companion or a Manager in Your Children’s Academic Support?

This study addresses the novel concept of two types of parental academic support (PAS), namely, as a companion and as a manager, and identifies the effect of children’s perceived PAS on their psychological attributes and academic achievements. The data include a nationally representative sample of 6836 students from the Korean Education Longitudinal Study 2013. A correlation analysis showed that the two types of PAS had a positive relation with adolescents’ development; however, a structural equation model showed a negative effect of PAS as a manager. Children’s perceived PAS as managers had no effect on their self-regulation or academic achievement after 3 years, surprisingly, was found to increase their amotivation. Children’s perceived PAS as companions had a long-term, positive effect on adolescents’ development and academic achievements. The results suggest that parents should recognize their children’s autonomy and provide academic support on an equal level. Further multidimensional PAS studies should be conducted with more detailed questions.

Co-development of math anxiety, math self-concept, and math value in adolescence: The roles of parents and math teachers

Despite the well-documented negative implications of math anxiety on math learning, a scarcity of theory-guided, long-term longitudinal research limits knowledge about how math anxiety develops over time. Guided by the Control-Value Theory of Achievement Emotions (Pekrun, 2006), the present study addresses this gap by examining (1) how math anxiety develops in tandem with the development of control and value appraisals across secondary schooling, and (2) how these three constructs co-develop in relation to characteristics of home and school contexts. We used growth mixture modeling to investigate how math anxiety, math self-concept (a frequently examined indicator of control appraisal), and math utility value (one dimension of math value) develop in parallel in a sample of 3116 adolescents, who were assessed annually across middle and high school. We identified three trajectory classes: a stable class, characterized by stably modest math anxiety, high math self-concept, and high math utility value, a linear change class, characterized by increasing math anxiety and decreasing math self-concept and utility value, and a fluctuating class, characterized by curvilinear changes in math anxiety, math self-concept, and math utility value. Parental academic support and teacher bias differentiated the stable class from the fluctuating class at the transition to middle school, and from the linear change class at the transition to high school. Our findings point to the heterogeneous contributions of control and value appraisals towards the development of math anxiety and highlight the importance of investigating multiple dimensions of the socio-ecological context at different stages of math anxiety development.

The impact of parents' home‐ and school‐based involvement on adolescents' intrinsic motivation and anxiety in math

AbstractParents experience difficulty helping their children with math at home. Math teachers can provide guidance or materials to parents. Little is known about whether this help from math teachers has benefits for parental support at home and thus contributes to students' academic development in math. The current study examines longitudinal associations between parents' perceived support from math teachers, parental academic support at home (reported from parents and students), and changes in students' intrinsic motivation and anxiety in math. Data stem from ninth and tenth graders (Mage = 14.49, SD = 0.93, 13 public schools, 56.5% girls) and their parents (N = 157 parent–child dyads). The latent structural equation model demonstrated no association between parents' perceived support from math teachers and their academic support at home. Parents' reported academic support at home was cross‐sectionally and positively related to students' perceived parental academic support at home and students' intrinsic motivation. In addition, students' perceived parental academic support at home was associated with positive change in students' intrinsic motivation over the academic year. Furthermore, higher student intrinsic motivation leads to a decrease in their anxiety in math over the academic year.

Parental Academic Support in Online and Modular Learners Amidst Pandemic: A Comparative Study

This study aims to determine how the impact of the COVID pandemic on the education system so that it changes learning patterns in daily life in the form of online and modular learning. How the attitude of parents in dealing with changes in educational normality faced by children as students is the focus of this research. In this study, parents were considered as an integral part of this survey due to their direct contact with learners. The results showed that the variables affected a parent's ability to actively participate in their child's education during the pandemic. The variables were influenced by (1) the parental role construction which is shaped by the beliefs, perception, and experiences of the parent; (2) the socioeconomic status of the parent which influences the skill, knowledge, energy, and time availability of the parent; (3) the invitation of parents by the teachers and schools to be active participants in the education of their children during the pandemic; (4) and the self-efficacy and confidence derived by the parent from being an active participant. We collected data from our respondents in the form of a survey, in which the data, through a Likert scale, were separated based on what form of modality the respondent is undertaking and they were analyzed by finding its mean and difference between the two media of education. The findings revealed that the major concern of the parents was related to children facing the problems due to sudden school closure and a complete lockdown on social gatherings. To address these challenges, schools have played a phenomenal role in flipping the conventional model of teaching and learning. However, phenomena have not been as easy as they may seem. Many teachers had to speedily overcome camera consciousness and be able to deliver 'live' classes. Moreover, parents have adapted quickly to address the learning gap that has emerged in their children’s academic lives in these challenging times. Home learning has emerged as a substitute to the conventional schooling methods, which should be made effective to provide essential learning skills to children at home using the limited available resources. The limitations remain like how parents with different educational backgrounds will follow through the instructions; therefore, online schooling to support home learning can be a go-to strategy where teachers deliver education online. This research provides parents with an overview of how their support has affected their children's academic performance so far, as well as provides them with knowledge about their shortcomings in supporting their children's education during the pandemic.

Ambiente de aprendizaje positivo, compromiso académico y aprendizaje autorregulado en bachilleres

De acuerdo con la teoría de ambientes positivos, los contextos donde se brinda apoyo académico pueden promover la adaptación exitosa de los estudiantes, y, a su vez, el resultado de dicha adaptación favorece su éxito académico, lo cual puede medirse con los constructos de compromiso académico y aprendizaje autorregulado en el ámbito académico. Teniendo esto en consideración, en la presente investigación se da cuenta de un trabajo de psicología positiva aplicada en el que se tuvo como objetivo evaluar la relación entre el ambiente de aprendizaje positivo (AAP), el compromiso académico y el aprendizaje autorregulado en bachilleres mexicanos. Para esto, se diseñó un estudio de tipo correlacional en el que participaron 166 estudiantes voluntarios de primer grado de bachillerato, seleccionados por conglomerados, con consentimiento informado individual y de sus padres. Del total de participantes, 76 fueron de sexo masculino (45.8 %) y 90 de sexo femenino (54.2 %), con una edad promedio de 15.2 años (DE = .43); quienes respondieron a cuestionarios sobre apoyo académico de padres, amigos pro-académicos, ambiente familiar positivo, compromiso académico y aprendizaje autorregulado. Se realizó un análisis de ecuaciones estructurales, y en los resultados se encontró, con una p < .05, que el AAP fue un factor latente formado por el apoyo académico de los padres, los amigos pro-académicos y el ambiente familiar positivo; además, en el modelo estructural, el AAP correlacionó positivamente con el compromiso académico (coeficiente estructural = .80), y este último se relacionó positivamente con el aprendizaje autorregulado de los estudiantes (coeficiente estructural = .55); finalmente el modelo estructural resultante explicó el 30 % del aprendizaje autorregulado. Para concluir, se discute respecto a la posibilidad de que el AAP promueva el compromiso académico y el aprendizaje autorregulado de los estudiantes.

Motivational Enhancement Therapy and Academic Self-Efficacy Training in Enhancing Academic Performance of Underachievers in Junior Mathematics in Ibadan, Nigeria

The study investigated academic performance of underachievers in junior mathematics in Ibadan using motivational enhancement therapy and academic self-efficacy training in enhancing academic performance of junior secondary school students in Ibadan. To ascertain the degree of its effectiveness, a randomized sample of 90 junior secondary school students with 30 participants in each from three different junior schools in three different local government areas in Ibadan were chosen The quasi-experimental study employed a randomized sample that undertook training in motivational enhancement therapy and academic self-efficacy training compared with control group. Mathematics achievement tests prepared by National Examination Council (NECO) for 2017 and 2018 objective mathematics papers were used together with parental academic support Scale with reliability coefficient of 0.72. A pair of pre-test and post-test data was obtained from each participant who formed the basis of the findings using ANCOVA for data analyses. Three hypotheses were formulated and tested at α = 0.05 level of significance. Results showed that there were significant differences in the treatment with motivational enhancement therapy being more significant in enhancing mathematics achievement among junior school students. Also, the results showed that gender and parental support have to do with enhancement of academic performance among junior secondary school students. It was therefore concluded that motivational enhancement therapy and academic self-efficacy training can be used to enhance junior mathematics academic performance of underachievers and recommendations are also offered.