Parental Involvement as Predictor for Self-regulated Learning and Academic Achievement of Students at Secondary School Level
Author(s) : Muhammad Shahid Farooq & Iqra Asim
Parental involvement is essential for child’s successful learning and development of essential skills. They nurture self-regulated behaviors by satisfying the necessary needs of their child. In this study a causal comparative design was used to explore the causal relationship among parental involvement, self-regulated learning and academic achievement of secondary school students. The sample was consisted of 619 students of public and private secondary schools of a metropolitan city of Pakistan selected through multistage probability sampling. Self-developed instruments PII (Parental Involvement Inventory) and ASLI (Academic Self-regulated Learning Inventory) were used to collect respondents’ responses. This study revealed four key parenting dimensions; autonomy support, academic assistance, structure facilitation and relatedness that have stronger considerable effect on academic achievement as well as on self-regulated learning. These parenting dimensions are found to shape students’ attitude for self-regulated learning at home settings that may cause to empower their learning at school and improves their academic grades. It is also found that parents of private secondary school students are more concerned with their Childs’ learning and those students are found more self-regulated and high in their academic affairs. So, there may be parental involvement programs directed in order to ensure parents’ involvement in their child’s learning. School-home relationship be more structured in order to create awareness about how to teach and coach self-regulatory process at home to their children by satisfying their psychological needs to make their learning progress more vibrant.
Keywords: Parental involvement, Self-regulated learning, Autonomy support, Academic assistance, Structure facilitation, Academic achievement