Parental Support for Learning and High School Students’ Academic Motivation and Persistence in Mathematics

Shukla, Sarita Y.; Tombari, Angela K.; Toland, Michael D.; Danner, Fred

doi:10.5539/jedp.v5n1p44

Cited by 19 publications

(14 citation statements)

References 70 publications

(87 reference statements)

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“…These results are consistent with previous studies, namely the finding of a positive relationship between parental social support and learning motivation in university students (Salamor et al, 2021;Sani et al, 2020;Tezci et al, 2015), Elementary School (SD) students (Tan et al, 2013), Junior High School (SMP) students (Malwa, 2018), and Senior High School (SMA) students (Y. Shukla et al, 2015). On the other hand, the results of this study are also in line with the study conducted in India (Y.…”

Section: Discussionsupporting

confidence: 92%

Relationship between Self-Efficacy, Emotional Intelligence, and Parental Social Support with Learning Motivation of University Students in Distance Learning during the Covid-19 Pandemic

Andriani

Ruhaena²,

Prihartanti³

2022

An-Nafs

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Distance learning has an impact on decreasing university students’ motivation to learn. Meanwhile, learning motivation is fundamental in the distance learning process. Learning motivation correlates with internal factors such as self-efficacy and emotional intelligence and external factors such as parental social support. This study aimed to find alternative factors that support learning motivation and examine the relationship between self-efficacy, emotional intelligence, and parental social support with learning motivation in university students carrying out distance learning during the COVID-9 pandemic. The study used quantitative research with the correlational research type involving undergraduate students at the Muhammadiyah University of Surakarta with a total of 408 students. The Academic Motivation Scale-Short version (AMS) was used to measure learning motivation, the General Self-Efficacy Scale (GSES) was used to measure self-efficacy, the Trait Emotional Intelligence Questionnaire-Short Form (TEIQUE-SF) was used to measure emotional intelligence, and the parental social support scale compiled by Fitrotin was used to measure parental social support. Data were analyzed using multiple linear regression tests. The results of the study found that self-efficacy, emotional intelligence, and parental social support had a relationship with learning motivation. This was indicated by the positive value of Beta=27.284, p-value of 0.000 (p <0.005), the regression (F value) of 36.569, the correlation (R)= 0.467, and the effective contribution to learning motivation of 21.8%. Programs to increase self-efficacy, emotional intelligence, and parental social support are important to increase motivation.

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Section: Discussionsupporting

confidence: 92%

Relationship between Self-Efficacy, Emotional Intelligence, and Parental Social Support with Learning Motivation of University Students in Distance Learning during the Covid-19 Pandemic

Andriani

Ruhaena²,

Prihartanti³

2022

An-Nafs

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“…Moreover, based on the stress-buffering hypothesis, we assumed that perceived family support may have buffered negative consequences of adolescents’ educational and health concerns for their mental health. This assumption was also based on previous insights of the positive role of parental support for adolescents’ learning ( Chohan and Khan, 2010 ; Shukla et al, 2015 ) and their important function of providing emotional security to their children ( Fulkerson et al, 2006 ). In line with this, recent literature pointed out that high family support served as a buffer of loneliness as a reaction of how severe COVID-19 was perceived ( Wang et al, 2021 ).…”

Section: Introductionmentioning

confidence: 97%

Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends

et al. 2022

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This study investigated whether school closures and health-related uncertainties in the early phases of the COVID-19 pandemic posed risk factors for adolescents’ mental health and whether perceived social support by parents, teachers, and friends functioned as protective factors. In particular, we argued that perceived social support would buffer negative associations between educational and health concerns and mental health. Based on a person-centered approach, we first examined resilience profiles. These profiles reflect configurations regarding the levels of these risk and protective factors and levels of mental health. Second, we analyzed whether these risk and protective factors predicted adolescents’ mental health differently by using a variable-centered approach. The sample consisted of 1’562 adolescents (Mage = 16.18, SD = 1.48, range = 14-20 years; 72% females) in lower and higher secondary education from three regions: German-speaking part of Switzerland, N = 486; Italian-speaking part of Switzerland, N = 760; and Northern Italy N = 316. Results from the person-centered approach revealed three latent profiles characterized by low (19%), average (47%), or high resilience (34%). Lower resilience was associated with higher educational concerns, lower perceived social support, and lower mental health, while high resilience was characterized by lower concerns, higher support, and higher mental health. Importantly, educational concerns varied more between profiles than health concerns, and perceived teacher and family support varied more than perceived friend support. Corroborating these findings, the variable-centered approach (i.e., a path analysis) revealed that educational concerns were a stronger predictor than health concerns and pointed to a higher relative importance of perceived family support for adolescents’ mental health relative to perceived teacher and friend support. Taken together, the findings suggest that adolescents’ educational concerns and perceived family support, respectively, were stronger risk and protective factors for their mental health during school closures related to the COVID-19 pandemic. Finally, adolescents from regions being more exposed to the COVID-19 pandemic, namely, Italian-speaking part of Switzerland and Northern Italy, were more likely classified in the low or the average rather than in the high resilience profile compared to students from the region with lower exposure, that is, the German-speaking part of Switzerland.

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“…If they feel dissatisfied, their learning achievement will automatically lessen. Parents' support and the home environment for learning are positively related to students' academic motivation and persistence in mathematics in the classroom, which, in the long run, can improve the mathematics achievement of middle school students (Shukla et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Mediation Effect of Motivation on Learning Achievement

Hendrawijaya¹

2019

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The level of education of parents is a major factor for students’ learning achievement. In addition to education, parents' socioeconomic status, learning environment and learning facilities also affect students learning if these factors are mediated by students’ learning motivation. This study aims to analyze and evaluate the effect of education, socioeconomic status, learning environment, and learning facilities on students’ learning achievement viewed from direct and indirect effects by the mediation of learning motivation. The research used explanatory research type involving samples from grade XI students of State Senior High Schools in the City of Jember in the academic year 2017/2018 in a total of 206 respondents. The study applied primary data collected by questionnaires, in addition to observation and documentation. The analytical tool used was path analysis to determine the direct and indirect effects. The results of the study showed that parents’ education, socioeconomic status, learning environment, learning environment and learning facilities directly affect learning motivation. Meanwhile, education, socioeconomic status, learning environment, learning facilities and learning motivation directly affect students’ learning achievement. Learning motivation mediates the effect of education, socioeconomic status, learning environment, and learning facilities on students’ achievement.

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Parental Support for Learning and High School Students’ Academic Motivation and Persistence in Mathematics

Cited by 19 publications

References 70 publications

Relationship between Self-Efficacy, Emotional Intelligence, and Parental Social Support with Learning Motivation of University Students in Distance Learning during the Covid-19 Pandemic

Relationship between Self-Efficacy, Emotional Intelligence, and Parental Social Support with Learning Motivation of University Students in Distance Learning during the Covid-19 Pandemic

Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends

Mediation Effect of Motivation on Learning Achievement

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