The Influence of Parental Support on Student Engagement through Self-System Processes (original) (raw)
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Influence of Teacher Context, on Student Engagement Through Self-System Processes
JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 2019
Many countries around the world including Indonesia face the problem of students dropping out of school. These students initially showed low learning involvement in school. Previous research on student engagement that emphasizes self, no one has thoroughly studied the aspects of self-system processes. Even if there is, the study examines the aspects of self-system processes individually. To fill this gap, researchers conducted a study of the effect of teacher context on student engagement through self-system processes. Self-system processes consist of sense of relatedness, sense of autonomy, and sense of competence. The research question is whether there is an influence of the teacher context on student engagement through self-system processes. The purpose of this research is to find out influence teachers' context on student engagement through self-system processes. The method used in this study is causal correlation. Using random sampling method, students were picked randomly from eight national high school in Bandung Indonesia, which totalled to 632 students. There are three scaled measuring instruments in this study: measuring instrment for teacher's context, measuring instrument for self-system processes and measuring instrument for student engagement, all which were designed according to Connell's theory. Data were analyzed using Partial Least Square (PLS) method. The result shows that national high school's student engagement in Bandung Indonesia can be categorized as average. There is also influence from teacher's context to student engagement through self-system processes.
Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019), 2020
Student engagement becomes one of concepts in students who have an important role in students' academic performance. Based on previous literature studies, this study aims to analyze the predictions of parental involvement, peer attachment, teacher support, and academic self-efficacy to student engagement. Respondents of this research are 100 high school students. Measurements for student engagement variables in the study used student engagement scale that adapted by Sa'diyah and Qudsyi from School Engagement Scale by Frederick et al. Meanwhile, measurement of parental involvement using an instrument from Wantara and Qudsyi which is an adaptation of the scale by Hoover-Dempsey et al. Peer attachment variable using a measurement tool adapted from Inventory of Parent and Peer Attachment (IPPA) developed by Armsdern and Greenberg, teacher support variable using a measurement tool adapted from Perceived Teacher Academic Support Scale (PTASS) from Chen, and academic self-efficacy variable using instruments from Raharjo and Qudsyi which is adaptation from Butler. Based on data analysis that has been done, the results obtained indicate a significant relationship between parental involvement, academic selfefficacy, teacher support, peer attachment, and student engagement among high school students. The results were obtained from value of R = 0.476 and value of p = 0.000 (p <0.01). Thus, it can be said that parental involvement, academic self-efficacy, teacher support, and peer attachment together can predict significantly student engagement in high school students, with an effective contribution of 22.7 percent. Based on another regression analysis, the results showed that academic self-efficacy was the strongest variable in predicting student engagement in high school students. Even though other variables (in this case parental involvement, teacher support, and peer attachment) were not included in the analysis process, academic self-efficacy variable can still predict student engagement independently, with an effective contribution of 17.6 percent.
Objective – The aim of this study is to identify and explore the relationship of parental engagement on teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique – This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 high school students who were randomly stratified across Malaysia. Data were extracted from questionnaires which were analyzed by Structural Equation Modeling (SEM) AMOS. Findings – Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty – This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system. Type of Paper: Empirical
International Journal of Trend in Scientific Research and Development (IJTSRD), 2019
This study sought to determine the predictive influence of parental involvement on academic self-confidence and academic engagement among junior secondary school students in Awka. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a correlational research design. The population comprised of 560 JS2 students in 5 coeducational public schools in Awka from which a sample of 200 JS2 students were drawn to participate in the study. The instruments used for data collection were three, namely: Parental Involvement Questionnare (PIQ), Academic Self-Confidence Questionnaire (ASCQ), both structured by the researchers and also Academic Engagement Questionnaire (AEQ) adopted from Hughes et. al's Academic Engagement Questionnaire. Both validity and reliability of the instruments were determined. After a test retest of the instruments, reliability coefficient of 0.70 was obtained for PIQ, 0.81 for AEQ and 0.72 for ASCQ using Cronbach Alpha method. Findings indicated that parental involvement has a high and positive relationship for both academic self-confidence and academic engagement of junior secondary school students in Awka. Based on the findings, it was recommended that government and school authorities should take advantage of the media and other enlightenment programmes to educate parents on the importance of getting involved in their children's academic lives. Parents also should make out quality time for their ward's learning activities and through motivation boost their academic self-confidence.
Psychology and Education: A Multidisciplinary Journal, 2024
This study explores the relationship between parental involvement and students' engagement among junior high school students at MSU-MSAT during the First Semester of the Academic Year 2023-2024. It examines the extent of parental involvement across various domains, evaluates the level of students' engagement, and investigates the correlation between parental involvement and students' engagement. The research involves 165 junior high school students from MSU-MSAT in Maigo, Lanao del Norte, utilizing a descriptive research design. Data is collected through a questionnaire and analyzed using frequency and percentage, average-weighted value, and chi-square. The findings reveal that parents are most active in parenting and communication, with less engagement in volunteering and community collaboration. Parental involvement in learning at home and decision-making is sporadic. Conversely, junior high school students demonstrate engagement in behavioral, emotional, and cognitive dimensions. The study concludes that parental involvement significantly impacts students' engagement, with higher levels of parental involvement correlating with increased student engagement.
2017
Purpose - The study examined the relationship between students engagement and learning supports with students achievement based on gender.It also examined the extent to which the engagement role as a mediator to learning support towards students achievement.Methodology - Cross sectional surveys are used to collect data on students’ engagement at school, learning support and academic achievement.The sample of the study consists of form four boys and girls (16 years old, N = 800) from secondary schools in urban and rural areas in the district of Kuala Selangor.The Student Engagement Scale (Lam et.al 2009) translated into bahasa Melayu by Zalizan et al (2013) is used for data collection.Pearson correlation inference analysis was conducted to determine the relationship between variables. An analysis of the structured equation model (SEM) was carried out to identify the role of involvement as a mediator of teachers’, peers’ and parents’ support towards students’ achievement by gender.Fin...
Parental Involvement and Its Effect on College Students’ Academic Motivation and Self-Concept
Psychology and Education: A Multidisciplinary Journal, 2024
Parental involvement is one of the primary factors that affect children's development and individuality. However, its effect on the academic motivation and self-concept of college students is not well understood, especially in the Philippines. The present study used the Ecological systems theory by Bronfenbrenner to investigate the effect of varying parental involvement on the academic motivation and self-concept of college students at Dr. Carlos S. Lanting College. Purposive sampling was used among 198 college students from Dr. Carlos S. Lanting College who were identified using a purposive sampling technique. Statistical instruments including descriptive, correlation, and regression analysis were used to examine the data collected and investigate the link between the variables. Based on the regression analysis, it was found that parental involvement only has a significant relationship with academic motivation and not with self-concept. In conclusion, college students have a sense of independence and their selfconcept is not affected by parental involvement; nonetheless, parents providing essential support influence their academic motivation.
Progressive research journal of arts & humanities, 2022
This study examined the relationship between the parental involvement and academic self-concept of the private and government secondary school students. Thus, it was hypothesized that the parental involvement would be a significant predictor of academic self-concept of children, and also that there would be the differences in parental involvement and academic self-concept of the private and government school children. The sample was consisted of two hundred participants, among them hundred were students of government schools, and similarly hundred were the private school children of grades 6th to 8th. The parental involvement scale was given to the parents and academic self-concept was administered on the children; and they also reported the involvement of their mother or father in such the studies. The age range was 11 to 14 years for children and of parents was 35 to 45 years. The results of the study indicated as the positive relationship of parental involvement with academic self-concept of school students. The parental involvement found as a significant predictor of the academic self-concept of students. The parents of the private school children found more involved than the parents of government schoolchildren. The implications discussed in terms of increasing awareness among government schools to involve the parents more in the studies of their children for better learning outcomes.
PJCP, 2017
This study investigated how Indonesian college students' relationships with their parents, teachers, and classmates predict their academic engagement. Indonesian college students (N=105) majoring in teaching English completed questionnaires about their relationships with their parents, teachers, and classmates, as well as their academic engagement. Results of multiple regression analysis revealed that students' relationship with teachers was the strongest predictor of classroom engagement (ß=.51, p<.001), followed by their relationship with classmates (ß=.31, p<.001). Relationship with parents did not predict classroom engagement. Implications of the findings to school psychology and counseling, and future directions are discussed.
The effect of autonomy training on student engagement in junior high school students
Indigenous: Jurnal Ilmiah Psikologi
The purpose of this study was to determine the effect of autonomy training on student engagement of junior high school in Bandung. The respondents of this study were 20 students who were selected using a purposive sampling method. The Student Engagement Instrument (SEI) measured the cognitive and affective aspects with validity criteria of 0.302-0.877 and reliability of 0.747. Also, the Behavioral Engagement instrument was adapted from Appleton Christenson, Kim, and Reschly (2006), with validity criteria of 0.317-0.605 only for this research. Autonomy training was adapted from the Human Autonomy theory by Weinstein, Przybylski and Ryan (2012), which was used to experiential learning method. The result showed that there was an increase in student engagement after autonomy training, with value Asymp Sig. <0.05 (N=-3.923), indicating a difference in student engagement through autonomy training. Besides, the result showed that there was an increase in aspects of student engagement, such as cognitive engagement, emotional engagement, and behavioral engagement after autonomy training, with value Asymp Sig. <0.05.