Parental Involvement in Children Academic Motivation

Ghazi, Safdar Rehman; Ali, Riasat; Shahzad, Saqib; Khan, Muhammad Saeed

doi:10.5539/ass.v6n4p93

Cited by 26 publications

(21 citation statements)

References 6 publications

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“…The second highest weighted mean has 2.58 which indicated that students are motivated to learn. This is in line with Ghazi's (2010) findings which revealed that students were motivated when their performance are appreciated and praised by their parents. The last one was 2.56 which indicated that students know their strength.…”

Section: Instrumentsupporting

confidence: 90%

“…Learners get motivated when their parents who appreciate and proud on their achievements and performance (Ghazi, Ali, Shahzad, Khan, & Hukamdad, 2010). Motivation has a great impact on students' success (Ozen, 2017).…”

Section: Rationalementioning

confidence: 99%

“…Students who were approach oriented have a high motivation by their desire to perform better and to show their outmost ability (Ferla, Valeke, & Schuyten, 2010). Positive reinforcement sources like gifts and prizes should be used to improve children's performance (Ali, Shahzad, Khan, & Hukamdad, 2010). It was seen that within the responses, the need for achievement and the need for affiliation were more common motives for joining the voluntary, residential leadership learning community (Moore, Grabsch, & Rotter, 2010).…”

Section: Issues In Social Sciencementioning

confidence: 99%

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Parental Financial Support and Students Motivation in Learning

Moneva¹,

Pestano²,

Vertulfo³

2020

ISS

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The capacity of the parents to provide financially the needs of the students in their studies is referred to as parental financial support. While motivation is the personal drive or will of a person to do a task without the influence of other people. A checklist survey questionnaire was used to assess the parental financial support and motivation of students in learning. The data gathered were treated through weighted mean and chi-square. In which, it revealed that students were more motivated when they are financially supported by their parents when it comes to educational purposes. Therefore, it shows that there is a significant association between parental financial support and students’ motivation in learning.

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Section: Instrumentsupporting

confidence: 90%

Section: Rationalementioning

confidence: 99%

Section: Issues In Social Sciencementioning

confidence: 99%

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Parental Financial Support and Students Motivation in Learning

Moneva¹,

Pestano²,

Vertulfo³

2020

ISS

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“…The best known theoretical constructs that have been applied to measure travel motivation are Maslow's hierarchy of needs, Alderfer's Existence, Relatedness and Growth (ERG) theory, Herzberg's motivator-hygiene theory (Ghazi, Ali, Shahzad, Khan, and Hukamdad 2010) as well as push-pull theory, Iso-Ahola's escape-seeking dichotomy (1982) and the travel career ladder (TCL) approach (Pearce 1988). All of these theories agree on one thing -psychological and/or biological needs predispose people to travel.…”

Section: Travel Motivationmentioning

confidence: 99%

Urban tourist motivations: why visit Ljubljana?

Kovačić

Kennell

Vujičić

et al. 2017

IJTC

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PurposeThe aim of this paper is to develop a new perspective on urban tourist motivations by applying the Analytic Hierarchy Process (AHP) model to help to understand how tourists make decisions about which destinations to visit. MethodThis study was based on 30 1-hour long structured interviews with visitors to Ljubljana, the capital city of Slovenia. Respondents were asked to express their preferences between different pull-factor motives for their visit, using Saaty's scale, and further qualitative data was collected to examine these preferences in more depth. FindingsThe results of this study indicate that the most relevant criteria and thus predominant factors in motivation for visits to Ljubljana are the Cultural and Nightlife pull-factors, while Religious and Business motives are the lowest ranked factors. The paper argues that the results show the value of applying the AHP model to understand the role of pull-factors in urban tourism destination choice. Research limitations/implicationsAs a single-destination case study, it is important that the findings of this research are evaluated against similar studies in other cities. A limitation of this research is the fact that sub motives within major groups of pull-factor motives have not been explored in this study and this should be the subject of future, more detailed research. Originality/valueThis research shows the value of applying, AHP, an under-used method to understand urban tourist motivations. The new knowledge gained through applying this method is of value to destination marketing organisations as well as to researchers conducting future studies, who will be able to replicate it and test its value.

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“…This finding is in line with the research by (Prabawa et al, 2014), where socio-economic parents play a role in improving student learning achievement. Therefore parents must be able to fulfill their children's daily learning needs (such as textbooks, exercise books, pens, pencils, and bags) to encourage their academic achievements (Ghazi, Ali, Shahzad, & Hukamdad, 2014).…”

Section: Direct Effect Of Parental Socio-economic Conditions On Studementioning

confidence: 99%

Socio-Economic and Parental Attention toward Learning Achievement with Mediation of Motivation to Learn

Hutasuhut,

Wirawan

2019

Tadris

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This study investigates the influence of parents' socio-economic conditions and attention to motivation to learn and learning achievement, moreover, also examine the mediation of motivation to learn on the influence of socio-economic conditions and parents' attention toward learning achievement. This study uses the ex-post-facto method. The data collection used in this study was questionnaires. The study population was eighth-grade students of junior high school in Medan, Indonesia, as many as 213 people and the samples taken were 138 people. The data analysis technique uses here as path analysis. The findings in the study are the socio-economic conditions and parents' attention directly, positively and significantly influence students' motivation to learn. Then the parents' socio-economic conditions, parents' attention, and motivation to learn have a positive and significant direct effect on learning achievement. Furthermore, motivation to learn is considered to mediate the influence of socio-economic conditions and parents' attention to social studies learning achievement. Parents' attention also mediates the influence of parents' socio-economic conditions on motivation to learn and learning achievement. Learning achievement is more accessible to achieve for families with adequately socio-economic conditions. Social studies learning achievements can be improved by increasing the attention of parents because it will increase motivation and further improve learning achievement.

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Parental Involvement in Children Academic Motivation

Cited by 26 publications

References 6 publications

Parental Financial Support and Students Motivation in Learning

Parental Financial Support and Students Motivation in Learning

Urban tourist motivations: why visit Ljubljana?

Socio-Economic and Parental Attention toward Learning Achievement with Mediation of Motivation to Learn

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