scholarly journals A Review of the Relationship between Parental Involvement and Students’ Academic Performance

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Sandeep Kumar Jaiswal ◽  
Rashmi Choudhuri
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Parental Involvement ◽  
Parenting Style ◽  
Parenting Practices ◽  
Research Literature ◽  
School Level ◽  
Parental Home ◽  
Home Based ◽  
The Relationship

Parental involvement in the education of their children is a key function of child total functioning as well as their academic success. This paper review the research literature on the relationship among parenting practices such as parenting style, parents’ expectations, parental home and school involvement activities and students’ academic performance with the focus on elementary and middle school level. To conduct a comprehensive review on above relationship, researchers have used JSTOR data base and Google Scholar. The reviews of empirical researches indicate that different constructs of parental involvement play an important role in various ways. Several studies however indicate a decline in parental involvement during the middle or above school levels. Furthermore, the review indicates that authoritative parenting style is positively associated academic performance across all school level, although this finding is not consistent across ethnicity, culture and socioeconomic status. Parental home based and school based involvements have also been positively related to academic performance with some inconsistency. One the other hand parental expectations for their child educational attainment have the strongest impact on academic performance compared with other types of parental involvement constructs such as participation in school events, parent-child communication, and help in homework.

scholarly journals A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
Valerie J. Shute ◽  
Eric G. Hansen ◽  
Jody S. Underwood ◽  
Rim Razzouk
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Research Literature ◽  
School Level ◽  
Special Focus ◽  
High School Level ◽  
School Students ◽  
Multiple Variables ◽  
The Relationship

This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children's schooling, and (c) parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.

The Relationship between Religiosity and Academic Performance amongst Accounting Students

2016 ◽  
Vol 5 (2) ◽  
pp. 165
Author(s):  
Umaru Mustapha Zubairu ◽  
Olalekan Busra Sakariyau
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Statistical Analysis ◽  
Positive Association ◽  
Grade Point Averages ◽  
Accounting Students ◽  
Grade Point ◽  
Islamic Perspective ◽  
The Relationship

<p>In this paper, the association between religiosity and academic performance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic perspective, whilst their academic performances were measured using their Cumulative Grade Point Averages (CGPA). The statistical analysis revealed no significant correlation between religiosity and academic performance among accounting students at IIUM. However, a closer examination of the results revealed that students at IIUM possessed high levels of religiosity as well as high levels of academic performances.</p>

scholarly journals Physical Fitness, Grit, School Attendance, and Academic Performance among Adolescents

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Jonathan M. Cosgrove ◽  
Yen T. Chen ◽  
Darla M. Castelli
Keyword(s):  
Body Mass Index ◽  
Academic Performance ◽  
Academic Success ◽  
Physical Fitness ◽  
Body Mass ◽  
Cardiovascular Health ◽  
School Attendance ◽  
Urban Minority ◽  
Relationship Of ◽  
The Relationship

Objective. The purpose of this study was to examine the relationship of grit as a construct representing perseverance to overcoming barriers and the total number of school absences to academic performance (AP) while controlling for sociodemographics, fitness (i.e., PACER), and Body Mass Index (BMI). Methods. Adolescents (N = 397, SD = 1.85; 80.9% females; 77.1% Hispanic) from an urban, minority-majority city in the Southern United States completed the FitnessGram® assessment of physical fitness (e.g., aerobic capacity and Body Mass Index (BMI)) and the valid and reliable short grit survey. The schools provided sociodemographics, attendance, and AP data for the adolescents. Results. Adolescents with higher grit scores (rs=0.21, P < 0.001) and less total absences (rs=-0.35, P < 0.001) performed better on AP. Hierarchical multiple regression indicated that grit and absences were associated with AP (β = 0.13, P < 0.01 and β = −0.35, P < 0.001, resp.). Conclusions. Grit and a total number of absences are significant contributors to academic success, particularly among Hispanic adolescents. Further, grit and school attendance may serve as a better measure of protective factors over proximal health measures of cardiovascular health and BMI.

scholarly journals Parental Involvement and Academic Performance of Children with Special Education Needs

1970 ◽  
Vol 2 (2) ◽  
pp. 183
Author(s):  
Irene Christie O. Nillos
Keyword(s):  
Special Education ◽  
Academic Performance ◽  
Academic Success ◽  
Parental Involvement ◽  
General Point ◽  
Significant Difference ◽  
Special Education Needs ◽  
Education Needs ◽  
High Level ◽  
Age And Sex

Evidence shows that the influence of parental involvement (PI) in a student’s academic success can not be underestimated. This descriptive-correlational study focused on PI and the academic performance of children with special education needs and the relationship between these variables. Data were drawn from a modified Parent and School Survey (PASS), integrating the six categories of Epstein's model of PI and General Point Average (GPA) of the children. Using mean, Kruskal Wallis, Mann Whitney, and Spearman rho, results revealed a high level of parental involvement in all areas except in volunteering and beginning level academic performance according to age and sex. There was a significant difference in the parents’ decision making according to age but no significant difference in other categories. Also, there was no significant difference in academic performance in terms of age and sex, and there was no significant relationship between parental involvement and academic performance.

scholarly journals Addictive use of digital devices in young children: Associations with delay discounting, self-control and academic performance

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0253058
Author(s):  
Tim Schulz van Endert
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Delay Discounting ◽  
Intertemporal Choice ◽  
Self Control ◽  
Personality Factors ◽  
Impulsive Behavior ◽  
Digital Devices ◽  
Adolescents And Adults ◽  
The Relationship

The use of smartphones, tablets and laptops/PCs has become ingrained in adults’ and increasingly in children’s lives, which has sparked a debate about the risk of addiction to digital devices. Previous research has linked specific use of digital devices (e.g. online gaming, smartphone screen time) with impulsive behavior in the context of intertemporal choice among adolescents and adults. However, not much is known about children’s addictive behavior towards digital devices and its relationship to personality factors and academic performance. This study investigated the associations between addictive use of digital devices, self-reported usage duration, delay discounting, self-control and academic success in children aged 10 to 13. Addictive use of digital devices was positively related to delay discounting, but self-control confounded the relationship between the two variables. Furthermore, self-control and self-reported usage duration but not the degree of addictive use predicted the most recent grade average. These findings indicate that children’s problematic behavior towards digital devices compares to other maladaptive behaviors (e.g. substance abuse, pathological gambling) in terms of impulsive choice and point towards the key role self-control seems to play in lowering a potential risk of digital addiction.

The Relationship between Parental Involvement and Students’ English Achievement at 8th Grade Students in SMP Negeri 1 Singaraja

2017 ◽  
Vol 1 (3) ◽  
pp. 170
Author(s):  
G. A. Artasthana ◽  
A. A. I. N. Marhaeni
Keyword(s):  
Parental Involvement ◽  
Significant Relationship ◽  
Pearson Correlation ◽  
School Principal ◽  
Simple Correlation ◽  
Pearson Product Moment Correlation ◽  
Home Based ◽  
8Th Grade ◽  
English Achievement ◽  
The Relationship

The purpose of this study is to investigate the significant relationship between parental involvement and students’ English achievement of 8th grade students in SMP Negeri 1 Singaraja. The design of this study is simple correlation involving 58 students and their parents as the sample. The material of the questionnaire was adopted from Shute et al. (2011) and was used to collect the data of the home – based parental involvement, while the data of the English achievement was collected from school principal. Pearson Product Moment Correlation was used to investigate the correlation between parental involvement and students’ English achievement. The result shows that parental involvement and students’ English achievement have a positive and significant correlation, with the Pearson Correlation value = 0.440 > 0.05.

A meta-analysis of the relationship between parenting style and Internet addiction among mainland Chinese teenagers

2018 ◽  
Vol 46 (9) ◽  
pp. 1475-1487 ◽  
Author(s):  
Shunyu Li ◽  
Hao Lei ◽  
Lan Tian
Keyword(s):  
Parenting Style ◽  
Negative Correlation ◽  
Internet Addiction ◽  
Meta Analysis ◽  
Significant Negative Correlation ◽  
School Level ◽  
Mainland Chinese ◽  
Positive Indicators ◽  
The Relationship ◽  
Practical Implications

We performed a meta-analysis of 79 studies to explore the relationship between positive and negative indicators of parenting style and Internet addiction among 44,650 mainland Chinese teenagers. Results showed that positive indicators of parenting style had a significant negative correlation with teenagers' Internet addiction and that the correlation was moderated by region and school level. Negative indicators of parenting style were significantly and positively correlated with teenagers' Internet addiction and the correlation was also moderated by region and school level. Theoretical and practical implications of the findings are discussed.

scholarly journals Hubungan antara Coping terkait Stres Sekolah dan Persepsi Keterlibatan Orangtua pada Remaja

2019 ◽  
Vol 10 (01) ◽  
pp. 55-66
Author(s):  
Namira Insyiranda ◽  
Airin Yustikarini Saleh
Keyword(s):  
High School ◽  
Academic Performance ◽  
Parental Involvement ◽  
Significant Relationship ◽  
Father Involvement ◽  
Coping Style ◽  
Mother Involvement ◽  
Related Stress ◽  
And Coping ◽  
The Relationship

Applying functional coping when dealing with school-related problems is very important that can be benefical to make a good academic performance at the school. There are several factors that can affect the use of coping in adolescents. Parental involvement was assumed can predict the use of coping in adolescents. The aim of this study is to examine the relationship between parental involvement that perceived by students and coping with school-related stress in adolescence. Participants of this study was 405 adolescents in third grade of high school from eight different schools. Perceived parental involvement was measured in two version for father and mother, using Reported Father Involvement Scale (Finley & Schwartz, 2004) and Reported Mother Involvement Scale (Finley, Mira, & Schwartz, 2008). Coping with school-related stress was measured by Coping Accross Situational Questionnaire-Revised (Barnes, 2011). The result showed that there are significant relationship between two types of coping style, that were active coping and internal coping with both perceived father involement and perceived mother involvement.

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