Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

Al-Alwan, Ahmed F.

doi:10.5539/ies.v7n4p47

Cited by 31 publications

(29 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…More specifically, results of this study are also consistent with the results of previous studies regarding positive role of parent or family involvement in student engagement (Mulya & Qudsyi, 2017;Al-Alwan, 2014;Murray, 2009;Malczyk & Lawson, 2017;Simons-Morton & Chen, 2009;Furrer & Skinner, 2003), the role of peers in student engagement (Sa'diyah & Qudsyi, 2016;Arifani & Qudsyi, 2018;Patrick, Ryan, & Kaplan, 2007;Bishop & Pflaum, 2005;Kizildag, Demirtas-Zorbaz, & Zorbaz, 2017;Furrer & Skinner, 2003), the role of teacher or school in student engagement (Krauss, Kornbluh, & Zeldin, 2017;Jani & Qudsyi, 2017;Martin & Rimm-Kaufman, 2015;Patrick, Ryan, & Kaplan, 2007;Murray, 2009;Furrer & Skinner, 2003), and the role of student self-efficacy in student engagement (Husnita & Qudsyi, 2017;Martin & Rimm-Kaufman, 2015;Oriol-Granado, Mendoza-Lira, Covarrubias-Apablaza, & Molina-Lopez, 2017). Thus, this study can corroborate the results of previous studies which showed a relationship between parental involvement, peer attachment, teacher support, and academic self-efficacy with student engagement.…”

Section: Resultssupporting

confidence: 92%

Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

Qudsyi¹,

Husnita²,

Mulya³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

View full text Add to dashboard Cite

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.

show abstract

Section: Resultssupporting

confidence: 92%

Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

Qudsyi¹,

Husnita²,

Mulya³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

View full text Add to dashboard Cite

show abstract

“…Moreover, it was noted in a survey of over 236 Malaysian students that weak association found between the online game and student's academic performance (Eow, Ali, Mahmud, & Baki, 2009). In a survey of 671 students in Jordan, it was revealed that student's engagement directly influences academic performance, also seen the indirect effect of parental involvement over academic performance (Al-Alwan, 2014). Engaged students are perceptive and highly active in classroom activities, ready to participate in different classroom extra activities and expose motivation to learn, which finally leads in academic achievement (Reyes, Brackett, Rivers, White, & Salovey, 2012).…”

Section: Research Background and Hypothesesmentioning

confidence: 99%

Exploring the role of social media in collaborative learning the new domain of learning

Ansari

Khan

2020

Smart Learn. Environ.

350

187

View full text Add to dashboard Cite

This study is an attempt to examine the application and usefulness of social media and mobile devices in transferring the resources and interaction with academicians in higher education institutions across the boundary wall, a hitherto unexplained area of research. This empirical study is based on the survey of 360 students of a university in eastern India, cognising students' perception on social media and mobile devices through collaborative learning, interactivity with peers, teachers and its significant impact on students' academic performance. A latent variance-based structural equation model approach was followed for measurement and instrument validation. The study revealed that online social media used for collaborative learning had a significant impact on interactivity with peers, teachers and online knowledge sharing behaviour. Additionally, interactivity with teachers, peers, and online knowledge sharing behaviour has seen a significant impact on students' engagement which consequently has a significant impact on students' academic performance. Grounded to this finding, it would be valuable to mention that use of online social media for collaborative learning facilitate students to be more creative, dynamic and researchoriented. It is purely a domain of knowledge.

show abstract

“…Literature has shown that parental involvement in child development is a strong predictor of a positive educational trajectory (Barlow and Humphrey, 2012; Al-Alwan, 2014). The style of parental involvement can be a promoter of more, or less, autonomy and participation of children in their activities (Raftery et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

et al. 2016

View full text Add to dashboard Cite

Engaged students tend to show school-committed behaviors (e.g., attend classes, get involved with the learning process), high achievement, and sense of belonging. However, students with disabilities are prone to show a lack of engagement with school due to the specific difficulties they have to handle. In fact, children with disabilities are likely to show poor participation in school when compared with children without disabilities. This poor involvement is related to their low autonomy to participate in the school activities, which, in turn, results in low school engagement. Parents play a crucial role in their children’s education. Parental involvement in school activities promotes autonomous behaviors and, consequently, school engagement. In fact, extant literature has shown close relationships between parental involvement, school engagement, and academic performance. Yet, parental involvement in school activities of children with Cerebral Palsy (CP) has received little direct attention from researchers. These children tend to display lower participation due to the motor, or cognitive, impairments that compromise their autonomy, and have a high likelihood to develop learning disabilities, with special incidences in reading and arithmetic. Therefore, our aim is twofold, to understand the parental styles; and how the perceived parental involvement in school activities is related to their children school engagement. Hence, 19 interviews were conducted with one of the parents of 19 children with CP. These interviews explored the school routines of children and the perceived involvement of parents in those routines. Additionally, children filled out a questionnaire on school engagement. Results show that the majority of the parents were clustered in the Autonomy Allowance and Acceptance and Support parental style, and the majority of their children were perceived as autonomous. Moreover, about a half of the children reported a high level of school engagement. Finally, neither children’s autonomous behaviors reported by parents, nor parental style, seem to be related with the children’s level of school engagement. Rehabilitation centers and schools could consider training parents/caregivers focusing on their educational needs, promotion of reflections on the usefulness of applying autonomy promotion strategies with their child, and foster their involvement.

show abstract

Modeling the Relations among Parental Involvement, School Engagement and Academic Performance of High School Students

Cited by 31 publications

References 39 publications

Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

Student Engagement Among High School Students: Roles of Parental Involvement, Peer Attachment, Teacher Support, and Academic Self-Efficacy

Exploring the role of social media in collaborative learning the new domain of learning

“My Child has Cerebral Palsy”: Parental Involvement and Children’s School Engagement

Contact Info

Product

Resources

About