International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
Parenting Styles, Academic Achievement and the Influence of Culture | Crimson...CrimsonpublishersPPrs
There is robust evidence on the influence of parenting styles on children and adolescents academic achievement. Based on Baumrind’s model of parenting styles, the majority of studies conclude that the authoritative parenting style is the most efficient to enhance academic achievement, in contrast to authoritarian and permissive parenting styles that are most commonly associated with academic achievement in a negative direction. However, there is an important line of research that indicates that culture plays a crucial role in the relation between parenting and academic success and that Baumrind´s model may not always fit the parenting styles observed in non-western societies.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
A linear correlation analysis of student engagement and level of understandin...AJHSSR Journal
Students are usually left silent and confused when they are asked to participate in class when they
do not know or understand the lesson being discussed. This is why this correlational study was conducted in
order to determine if there is a significant relationship between student engagement and level of understanding
among the randomly chosen 30 Grade 11 Humanities and Social Sciences students of the University of San
Carlos –Senior High School – South Campus in Cebu City Philippines. Adapted questionnaires on student
engagement and level of understanding were utilized and went through the face and content validity and pilot
testing to obtain validity and reliability. Simple mean, standard deviation, and Pearson's r correlation were used
to treat the interval data. Based on the findings, the students‟ level of student engagement was rated high
( ̅ ) and their level of understanding was found to be high as well ( ̅ ).
The researchers also discovered that there is a significant relationship between the two variables, r(28) = 0.63, p
< 0.05 among the 30 respondents. These findings imply that the students participate in school activities and
learn different ideas based on their comprehension of the different subjects and courses. The moderately high
correlation between the variables also denotes that when the students understand the topics being discussed,
he/she will most likely engage in class as well.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Effect of School Affective Environment on Psychosocial Wellbeing between Pupi...AJHSSR Journal
The study examined and compared the effect of school affective environment on psychosocial
well-being between pupils in public and private primary schools. The study was conducted in Kiambu County
and targeted a school population of 260,459 comprising of headteachers, teachers and pupils. Causal-
Comparative research design was employed. A sample size of 384 was drawn from accessible population using
stratified, simple random and purposive procedures. The computer program-the Statistical Package for Social
Sciences (SPSS) version 21.0 was used to analyze the data. Descriptive statistics were presented in tables and
measures of central tendency that established differences between public and private schools in terms of
psychological interventions during and after classroom tuition. The findings of the study revealed that there was
no significant difference between private and public primary schools. Public and Private school affective
environment had equal and positive impact on psychosocial well-being of pupils. The study recommended that
the Ministry of Education should strengthen guidance and counseling services in primary schools by training
more teacher counselors to cope rising pupil population, changing societal norms and lifestyles that could
negatively affect pupils psychologically.
The purpose of the study was to determine the major parenting styles and their influence on senior secondary school students’ social interaction in the area. The study made use of a sample of 1517 senior secondary class 2 students. It was an expost facto design with a structured questionnaire for data collection. The instrument was pre-tested to establish its validity and reliability. The results indicated that most parents seemed to adopt authoritative parenting style in their child rearing. The study showed that parenting styles have significant influence on students’ social interaction. It was inferred that authoritative parenting enables students to have positive self-concept, self assertuion, self reliance, understanding, and creativity that lead to high performance and social competence while other parenting styles lead to anti-social behaviour. Authoritative parenting style is therefore recommended to enhance students’ social interaction. Parents, students, school authorities and Government would benefit from the study.
Parenting Styles, Academic Achievement and the Influence of Culture | Crimson...CrimsonpublishersPPrs
There is robust evidence on the influence of parenting styles on children and adolescents academic achievement. Based on Baumrind’s model of parenting styles, the majority of studies conclude that the authoritative parenting style is the most efficient to enhance academic achievement, in contrast to authoritarian and permissive parenting styles that are most commonly associated with academic achievement in a negative direction. However, there is an important line of research that indicates that culture plays a crucial role in the relation between parenting and academic success and that Baumrind´s model may not always fit the parenting styles observed in non-western societies.
This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
A linear correlation analysis of student engagement and level of understandin...AJHSSR Journal
Students are usually left silent and confused when they are asked to participate in class when they
do not know or understand the lesson being discussed. This is why this correlational study was conducted in
order to determine if there is a significant relationship between student engagement and level of understanding
among the randomly chosen 30 Grade 11 Humanities and Social Sciences students of the University of San
Carlos –Senior High School – South Campus in Cebu City Philippines. Adapted questionnaires on student
engagement and level of understanding were utilized and went through the face and content validity and pilot
testing to obtain validity and reliability. Simple mean, standard deviation, and Pearson's r correlation were used
to treat the interval data. Based on the findings, the students‟ level of student engagement was rated high
( ̅ ) and their level of understanding was found to be high as well ( ̅ ).
The researchers also discovered that there is a significant relationship between the two variables, r(28) = 0.63, p
< 0.05 among the 30 respondents. These findings imply that the students participate in school activities and
learn different ideas based on their comprehension of the different subjects and courses. The moderately high
correlation between the variables also denotes that when the students understand the topics being discussed,
he/she will most likely engage in class as well.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Effect of School Affective Environment on Psychosocial Wellbeing between Pupi...AJHSSR Journal
The study examined and compared the effect of school affective environment on psychosocial
well-being between pupils in public and private primary schools. The study was conducted in Kiambu County
and targeted a school population of 260,459 comprising of headteachers, teachers and pupils. Causal-
Comparative research design was employed. A sample size of 384 was drawn from accessible population using
stratified, simple random and purposive procedures. The computer program-the Statistical Package for Social
Sciences (SPSS) version 21.0 was used to analyze the data. Descriptive statistics were presented in tables and
measures of central tendency that established differences between public and private schools in terms of
psychological interventions during and after classroom tuition. The findings of the study revealed that there was
no significant difference between private and public primary schools. Public and Private school affective
environment had equal and positive impact on psychosocial well-being of pupils. The study recommended that
the Ministry of Education should strengthen guidance and counseling services in primary schools by training
more teacher counselors to cope rising pupil population, changing societal norms and lifestyles that could
negatively affect pupils psychologically.
Maintaining a positive relationship among family members creates a harmonious learning environment. When children are nurtured in such surroundings, they are likely to increase their emotional, social, and academic accomplishments and learn more effectively. The purpose of this paper was to analyze the familial role in emotional, social and academic adaptation of middle school students. The sample consisted of 9,728 middle school students from different parts of a Middle East country. The size of the sample was determined using multistage random sampling. Data were obtained using an emotional, social and academic survey and a family structure questionnaire. The study showed that most students have average or better behavior adaptation. Moreover, healthy family structures, favorable economic situation, and high-end paternal professions facilitate behavior adaptation. On the other hand, maternal employment has no effect upon behavior adaptation.
Emotional, social, educational adjustment of higher secondary school students...Arul Sekar J.M.
The present study aims to investigate whether there is any significant relationship between adjustment and academic
achievement of higher secondary school students. In this survey study, the investigators used a stratified random sampling
technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of
students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu,
India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and
academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the
present study were Karl Pearson's product-moment coefficient of correlation. The finding shows that there is a significant
relationship between emotional, social, educational adjustment of higher secondary school students in relation to
academic achievement.
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Role of Social Science Learning in Building Social Attitude in Primary Sc...inventionjournals
The impact of globalization in addition to aspects of life also in good culprit that children, adolescents, and adults. The more advanced the technology and of the fast influence of foreign culture that developed in Indonesia at this time through a variety of sources must be very influential. We are as parents and primary school teachers have an important role to guide, assist and supervise our children. In the learning process we have to use the means, methods, the right strategy in order to support the development of social attitudes in order to focus and get a good social attitudes at home, school and community. The research objective was to describe the role of Social Learning in Developing Children's Social Attitudes in elementary school. This research was conducted in the library, articles, laws, and curriculum so that the method used is qualitative method that can be interpreted as a research method that is based on the philosophy postpositivisme and qualitative research, results further emphasize the significance rather than generalization. In addition, because conducted qualitative data analysis used is descriptive analytic. From the discussion it can be seen that the learning of social science has a role in the formation of social attitudes effort basis in children. Learning is done with the strategies, methods used by teachers cultivated able to learn children in terms of cognitive, affective, and psychomotor among others: cooperation in groups, discuss together, work together in picket schedule. Learning and habituation are done in school as one of the factors that play a role in building the social attitudes of children
PSYCHO-SOCIAL PROBLEMS OF ELEMENTARY SCHOOL WOMEN TEACHERS IN RELATION TO T...American Research Thoughts
Abstract: Teachers have been increasingly presented with significant occupational health problems.
The psycho-social problem of teachers results from heavy work burden, heavy life pressure, and high
expectation from children’s parents, harassment about interpersonal relationship and the shortage of
their knowledge on psychological health. Positive environment is the basis for psycho-social health, so
creating a stress-free and harmonious environment comes first in order to maintain teac hers’ psychosocial problems. Descriptive survey method was used. The sample for the study was selected as 197
elementary women teachers working in government and private schools by using stratified random
sampling from the districts of Wokha, Kohima and Dimapur of Nagaland.
The results reveal that majority of the elementary school women teachers have average level of psychosocial problems and the elementary schools in Nagaland have controlled and familiar climate. There is
low disengagement, low alienation, moderate esprit, moderate intimacy, low psycho -physical
hindrance, moderate controls, moderate production emphasis and moderate humanized thrust. There
is no significant difference between school organisation climate and psycho -social problems of
elementary school women teachers working in government and private schools in Nagaland. It was
also found out that the women with very high psycho-social problems have high correlation with their
school organization climate.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
An Improved Regression Type Estimator of Finite Population Mean using Coeffic...inventionjournals
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Maintaining a positive relationship among family members creates a harmonious learning environment. When children are nurtured in such surroundings, they are likely to increase their emotional, social, and academic accomplishments and learn more effectively. The purpose of this paper was to analyze the familial role in emotional, social and academic adaptation of middle school students. The sample consisted of 9,728 middle school students from different parts of a Middle East country. The size of the sample was determined using multistage random sampling. Data were obtained using an emotional, social and academic survey and a family structure questionnaire. The study showed that most students have average or better behavior adaptation. Moreover, healthy family structures, favorable economic situation, and high-end paternal professions facilitate behavior adaptation. On the other hand, maternal employment has no effect upon behavior adaptation.
Emotional, social, educational adjustment of higher secondary school students...Arul Sekar J.M.
The present study aims to investigate whether there is any significant relationship between adjustment and academic
achievement of higher secondary school students. In this survey study, the investigators used a stratified random sampling
technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of
students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu,
India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and
academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the
present study were Karl Pearson's product-moment coefficient of correlation. The finding shows that there is a significant
relationship between emotional, social, educational adjustment of higher secondary school students in relation to
academic achievement.
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
Types of parents and school strategies aimed at the creation of effective partnerships
International Journal of Parents in Education
2007, Vol..1, No. 0, 45-52
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Role of Social Science Learning in Building Social Attitude in Primary Sc...inventionjournals
The impact of globalization in addition to aspects of life also in good culprit that children, adolescents, and adults. The more advanced the technology and of the fast influence of foreign culture that developed in Indonesia at this time through a variety of sources must be very influential. We are as parents and primary school teachers have an important role to guide, assist and supervise our children. In the learning process we have to use the means, methods, the right strategy in order to support the development of social attitudes in order to focus and get a good social attitudes at home, school and community. The research objective was to describe the role of Social Learning in Developing Children's Social Attitudes in elementary school. This research was conducted in the library, articles, laws, and curriculum so that the method used is qualitative method that can be interpreted as a research method that is based on the philosophy postpositivisme and qualitative research, results further emphasize the significance rather than generalization. In addition, because conducted qualitative data analysis used is descriptive analytic. From the discussion it can be seen that the learning of social science has a role in the formation of social attitudes effort basis in children. Learning is done with the strategies, methods used by teachers cultivated able to learn children in terms of cognitive, affective, and psychomotor among others: cooperation in groups, discuss together, work together in picket schedule. Learning and habituation are done in school as one of the factors that play a role in building the social attitudes of children
PSYCHO-SOCIAL PROBLEMS OF ELEMENTARY SCHOOL WOMEN TEACHERS IN RELATION TO T...American Research Thoughts
Abstract: Teachers have been increasingly presented with significant occupational health problems.
The psycho-social problem of teachers results from heavy work burden, heavy life pressure, and high
expectation from children’s parents, harassment about interpersonal relationship and the shortage of
their knowledge on psychological health. Positive environment is the basis for psycho-social health, so
creating a stress-free and harmonious environment comes first in order to maintain teac hers’ psychosocial problems. Descriptive survey method was used. The sample for the study was selected as 197
elementary women teachers working in government and private schools by using stratified random
sampling from the districts of Wokha, Kohima and Dimapur of Nagaland.
The results reveal that majority of the elementary school women teachers have average level of psychosocial problems and the elementary schools in Nagaland have controlled and familiar climate. There is
low disengagement, low alienation, moderate esprit, moderate intimacy, low psycho -physical
hindrance, moderate controls, moderate production emphasis and moderate humanized thrust. There
is no significant difference between school organisation climate and psycho -social problems of
elementary school women teachers working in government and private schools in Nagaland. It was
also found out that the women with very high psycho-social problems have high correlation with their
school organization climate.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
An Improved Regression Type Estimator of Finite Population Mean using Coeffic...inventionjournals
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Inventory Model with Different Deterioration Rates with Stock and Price Depen...inventionjournals
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
On Estimation of Population Variance Using Auxiliary Informationinventionjournals
International Journal of Mathematics and Statistics Invention (IJMSI) is an international journal intended for professionals and researchers in all fields of computer science and electronics. IJMSI publishes research articles and reviews within the whole field Mathematics and Statistics, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Psychological well-being is fundamental for adolescents to be adaptive and fully functioning in the environment. For adolescents who stay in boarding school, even though they are away from their parents due to boarding school rules, parents still have a role to provide support and direct their behavior through parental control. On the other hand, adolescence is a period where children learn to be detached from their parents and strive for autonomy. The present study aimed to investigate the role of autonomy need frustration as a mediating variable between parental psychological control and psychological well-being for adolescents who stayed in boarding school. A survey was completed by 318 Islamic boarding school adolescents with an age range from 12–18 years old. The findings showed that autonomy need frustration fully mediated the relationship between parental psychological control and psychological well-being. Parental psychological control causes a decline in boarding school adolescents’ psychological well-being through the feeling of autonomy need frustration. These results support further development of studies regarding the psychological well-being of adolescents, especially in the boarding school context.
Relationship between Learning Motivation and Learning Disciplinein High Schoo...AJHSSR Journal
ABSTRACT: This study aims to determine: (1) the relationship between learning motivation and learning
discipline in SMAPangudiLuhur St. Louis IX Sedayu during the pandemic COVID-19,and (2) proposed a topic
of classical guidance based on low scores on learning motivation and learning discipline items. This type of
research is quantitative research with the correlation method. The subjects in this study were 68 students of
grades 10 and 11 at SMA Pangudi Luhur St. Louis IX Sedayu who is 16-18 years old according to the age
criteria of adolescent development. The two instruments used are the learning discipline scale and the learning
motivation scale. The scale used is the Likert scale. Data analysis techniques used the JASP program version
0.16.3.0 for Windows.
KEYWORDS : Learning Motivation, Learning Discipline, Covid-19 Pandemic
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This study endeavoured to establish the characteristics of effective teachers and how these characteristics assisted teachers to improve learner performance. To address this aim, a case study design was employed as a methodology for the study, consisting of five rural schools. A literature study was conducted, alongside semi-structured individual interviews with five school principals and focus group interviews with twenty eight teachers from the same rural schools from where school principals were drawn. The collected data was analysed thematically, by establishing themes and their emerging categories. The established themes and their categories were interpreted and discussed to answer the research questions. The major findings of the study revealed that an effective teacher has a blend of three characteristics, namely, professional characteristics, personality characteristics and social characteristics. The blend of characteristics contribute to the quality of teaching and learning processes. The study recommended that educational practitioners in diversity should be cognisant of the characteristics of effective teachers and nurture them appropriately as these characteristics have a life-transforming effects on the lives of the learners.
Parenting Styles and Academic Performance of Senior High School StudentsAJHSSR Journal
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
PARENTING STYLES AND AUTONOMY SUPPORT AMIDST PANDEMIC ON PUPIL'S WELL-BEING A...RayRudolfPastrana1
The study determined the influence of parenting styles and autonomy support on the Science learning performance of pupils in elementary schools in Pandi, Bulacan during the First Quarter of the School Year 2022-2023
This study aims to determine the role of the school environment on moral and cultural literacy of elementary school students. This is descriptive qualitative research. Data collection techniques are observation, interviews, questionnaire, and documentation. Data analysis techniques are data reduction, data presentation, and conclusions. Data validity using triangulation. Triangulation is to ensure the data validity that takes into consideration aspects of credibility, transferability, dependability, and confirmability. The subjects are 3 teachers and 27 students of 4th, 5th and 6th grade in Muhammadiyah School of Sleman Regency. The results of this study are (1) teachers-students’ relationships have role to foster the character of honesty, fairness, caring, and teachers as role model for students; (2) students-students’ relationships also have role to habituate good behavior to students; (3) school discipline contributes to the students’ moral and cultural formation such as self-awareness, honesty, justice, responsibility, obedience to the rules, good commitment and unfazed by the changing era; (4) these learning implements have role in self-awareness, responsibility and care, because the teaching implements provided by the teachers becomes the students’ responsibility.
In support of developing a parenting program for young couples, this study
conducted to determine whether and how significantly the module was
affects parenting practice among young couples in a small groups. Data were
collected through experimental research. The subjects of this research were
young couples with requirements as follows: have children whose age is
maximum five years old, graduated from high schools, able to communicate
fluently, and are willing to attend all interventions and are not joining any
similar training. The subjects were 26 parents who are domiciled in the
Province of the Special Region of Yogyakarta, Indonesia and recruited
through social media. The data analysis technique was a paired sample t-test.
The result indicated -6.299 value t and value p=0.000 or (p<0.01). It showed
a significant development of parenting comprehension before and after
training (mean pretest is about 62.13 and mean post-test is about 78.26). This
parenting program module needs to be tested in the wider population to form
into final results.
Parental Involvement in The Implementation of Modular Distance Learning Appro...AJHSSR Journal
ABSTRACT :The general purpose of this study was to find out the level of extent on the parental involvement
in the implementation of modular distance learning approach in Botolan District, Division of Zambales,
Philippines during school year 2020-2021. The study revealed that the parent-respondent is a typical female in
her early adulthood, married, high school graduate with part-time work and meagre income whose children are
at primary grade level. The academic performance of the parent- respondents‘ children was assessed ―Very
Satisfactory‖. Perceived ―Highly Involved‖ on Parent as a Teacher and Acceptance of the Self-Learning Module
while ―Involved‖ on Submission of the Self-Learning Module. There is significant difference when grouped
according to highest educational attainment towards Parent as a Teacher, Acceptance and Submission of the
Self-learning module respectively; significant when grouped according to family income towards Parent as
Teacher and Acceptance of the Self-Learning Module; while significant on number of children studying in the
elementary level towards Parent as Teacher and Submission of the Self-Learning Module respectively. There is
significant difference on the perception towards dimensions on the level ofextent on the parental involvement in
the implementation of modular distance learning approach. There is negatively weak or little relationship
between the level of academic performance and the level ofextent on the parental involvement in the
implementation of modular distance learning approach.
Based on the summary of the investigations conducted and the conclusions arrived at, the researcher
recommended that the parents are encouraged to be given orientation to heighten awareness on their respective
limited roles in the implementation of the self-learning modular approach; that parents are encouraged to help
children developed with high levels of self-directed learning, to have strong for learning.\
KEYWORDS:Botolan District, Division of Zambales,Parental Involvement in Modular Distance Learning
Approach
EDD633POLICYBRIEF
EDD633POLICYBRIEF
Trident International University
James Newton
EDD 633
Policy Brief
Dr. Anna Lint
May 25, 2019
Title
Students’ Behaviors and Attitudes
SLP1: Executive Summary
There have been increasing numbers of reported cases in which students have behaved aggressively towards their colleagues, and the data concerning unruly student behaviors has also been on the rise (Coll et al., 2018). The unruly student behavior has to be fixed because it is among the biggest factors that contribute to school drop outs and poor performance. Students have been reporting to the administration that they have been bullied by their colleagues, dispossessed of their properties, beaten or abused. Although these behaviors can be linked to anomalous adolescent conduct, there are also a number of possibilities that can induce aggressive behaviors in K-12 students. They include: negative attitude towards education, drug abuse, bad influence from adults, poor parental upbringing, or negative early life experiences (Dariotis et al., 2016). Therefore, it is necessary to introduce programs and lessons that can solve the issue of student misconduct and negative attitude towards education so as to improve the quality of education in K-12 schools.
In order to solve the issue of unruly student behavior and negative attitude towards education, guidance and counseling programs will be introduced in schools. Guidance and counseling will be necessary for all students, but those who exhibit unruly behaviors will undergo more counseling sessions that the rest of the students. The program is aimed at reducing stress, depression, and anxiety, which are the biggest contributing factors to student unruly and antisocial behaviors (Coll et al., 2018). Other mental health programs such as yoga will be introduced in order to improve the mental and emotional health of the students, which will boost their motivation so that they will like school and appreciate education. A research and an experimental program will have to be done in a few classes to evaluate the effectiveness of the programs before their full implementation. Main stakeholders in the education sector will also be consulted so as to incorporate their views.
SLP 2: Context of Scope of Problem
Students’ unruly behaviors are some of the leading causes of poor academic performance and high dropout rates in the United States and other developed countries. As such, concerns have been raised by policymakers and researchers on the need to reduce students’ deviant behaviors in school (Kremer et al. 2016). Students exhibit deviant behaviors in two major ways: externalization and externalization of unruly behaviors. Externalizing behaviors are characterized by defiance to school rules, disruptiveness, impulsivity, and antisocial behaviors. In some cases, externalizing behaviors may take the form of the student being overactive (Kremer et al. 2016). On the other hand, internalizing behaviors in.
Changing of Schools: How it affects the School Life Experiences of a StudentDr. Amarjeet Singh
The Pivot point of research carried out is to study the impact of changing of school in a student’s life and various effects it can have on school life experiences. Researcher has worked upon feedbacks gathered from individuals of different age and their experience accumulated from their own school lives. Analyst got reactions from 140 participants. The information was gathered using Google forms and it was investigated utilizing Google's analytical tools. It was found that changing of school had both merits and demerits given that how one perceives it and adapts according to the changes. People have different reasons for changing their schools. Factors like new region, culture and language of new place also acts as deciding factors for the adaptability and performance of newly admitted student.
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This course-based qualitative study aims to explore what 4th-year Child and Youth Care students and recent graduates of the Bachelor of Child and Youth Care program at MacEwan University think about their likely parenting styles as a direct result of their Child and Youth Care educational experience. A thematic analysis of the data revealed four major themes: (1) the desire to be an authoritative parent, (2) courses, (3) themes and concepts that were meaningful, and (4) a better understanding of theories relevant to parenting and the need for self-reflection
The goal of the study was to explore the scope of parental participation in junior high school education, particularly in the asynchronous modality. Specifically, parents’ perspectives, challenges, and contributions to children’s education were probed. Using social constructivism as a worldview, the study employed a qualitative phenomenological research design. Research participants comprised ten parents of junior high school students who were purposely selected based on the inclusion criteria as well as the appropriate ethical protocols of consent, anonymity, and confidentiality. Key informant interviews were conducted in the first quarter of 2022 in Barangay Colorado, Digos City. Three themes that describe the parents’ perceptions of the new normal education system were identified through thematic analysis of the qualitative data, including; saddening due to difficulty, requiring a positive attitude, and necessitating a positive change in attitude and mentality. The challenges faced by parents can be thematically described as; becoming passive, disinterest in studies, and constraints and limitations. Lastly, for the contributions given by the parents to their children’s studies under asynchronous distance learning, the themes are; reinforcing extrinsic and intrinsic motivation, giving support, and constructing a support system. It is hoped that these findings may be relevant for DepEd’s implementation of the self-learning modules.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
Exploring the Parental Involvement in Learners' Education: A Phenomenological...Rosemiles Anoreg
Parental involvement is the foundation for family-school relationships that empower
parents, improve student academic achievement, and encourage parents to participate in their children’s education. By collaborating, relationships between the family and school are enhanced, resulting in a healthy at-home and at-school learning environments. The study's purpose was to explore based on parents' own experiences and Epstein's idea of six types of parental involvement.
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International Journal of Humanities and Social Science Invention (IJHSSI)
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 2 Issue 6 ǁ June. 2013ǁ PP.45-52
www.ijhssi.org 45 | P a g e
Predictors of Academic Engagement among Adolescents in
Tehran
Hassan khodaei valehzaghard1
, Roghiyeh khodaei2
, neshad sardivand chegini3
1
Ph.D, student of industrial management, Allameh Tabatabaei University, Tehran, Iran
2
Department of social welfare planning, Social Science Faculty, Tehran University, Tehran, Iran
3
Faculty member, Department of Management, Abhar Branch, Islamic Azad University (IAU), Iran
ABSTRACT: Lack of school engagement among adolescents in Iran remains a problem that can have serious
consequences consists of raised risk for school dropout, substance use and criminal activity. Evidently,
identification of psychological variables (parents and self-variables), that help adolescents that improve
adolescents’ academic performance. The present study examined predictors of academic engagement in Tehran.
Participants were 600 high school students aged between 12 -18 years old. The results of Hierarchical
regression indicated that strongest predictor of academic engagement is academic self-efficacy.
KEYWORD: Parenting Style, Parental School Involvement, Academic Self-Efficacy, Emotional Intelligence,
Academic Engagement
I. INTRODUCTION
Decrease in motivation and performance during adolescence are concerns of parents, teachers, and
policy makers [69]. Theories and research have emphasized the relationships between students‘ school
engagement, adjustment, academic achievement, and behavior [8]. Adolescents who do well and are
commitment to school activities are likely to try tough and do well academically relative to their abilities [20]
and fewer likely to drop out or engage in antisocial actions [9] than students who are disengaged from school.
Thus, high school engagement can increase academic achievement and decrease behavioral problems.
Unfortunately, school engagement appears to decline in early adolescence along with achievement [2]. It is
important to identify factors associated with it [35]. Substantial research has documented the importance of
classroom and school environment [28]. But few studies have examined the importance of social influences on
school engagement among early adolescents, although both peers and parents are important influences on many
aspects of adolescent behavior [68]. Ministry of Education of Iran (2010) estimates that about one fifth of the
Iranian adolescents population is at risk of academic failure. There are a number of factors that maintain
academic success for high Schools such as students‘ emotional intelligence and sense of self-efficacy. Research
shows that parental factors such as parenting style and parental school involvement directly related to academic
activities [39]. A review of the research literature reveals that the following factors are most directly related to,
and supportive of, academic engagement:
II. ACADEMIC ENGAGEMENT
School engagement is an important predictor of academic outcomes and to prevent school drop-out
[45]. A positive relationship between school engagement and academic outcomes is well established [35]. For
instance, Finn and Rock (1997) reported that disengagement behaviors such as being inattentive and disruptive,
predicted lower grades. There is a consensus that school engagement is a multifaceted construct, encompassing
multiple components, for example, behavioral, emotional and cognitive characteristics [35, 36]. Behavioral
engagement often refers to involvement in school-based activities or to the absence of disruptive behaviors [35].
Emotional engagement entails positive emotional reactions to the school, the teacher, and schoolmates [67].
These two concepts of school engagement are likely to be predictive of different outcomes and to be influenced
by different variables. For instance, researchers have found that intensively disliking school is the primary
reason for a student to leave school [33]. In turn, participation in school activities leads to positive academic
outcomes (Marks, 2000). Emotional bonds with school prevent negative developmental outcomes among
adolescents, such as delinquency [17]. Also, Cognitive engagement involves internal indicators such as
becoming a self-regulated learner [35]. In participation-identification model, Finn (1989) has postulated that
active participation (behavior) leads to an increased sense of belongingness and to a commitment to learning in
students. However, as suggested by [35], it is also possible that emotional engagement leads to increases in
behavioral engagement, or in other words, when students feel more attached to school, they are more likely to be
involved in school-based activities.
2. Predictors Of Academic Engagement…
www.ijhssi.org 46 | P a g e
Although the direction of the relationships between behavioral and emotional engagement are yet to be
determined, it is hypothesized that adolescents, as experienced students, need to experience positive feelings
toward school to, at least, maintain effort. In other words, positive emotional engagement may lead to increased
behavioral involvement. Based on literature of review there is a positive relationship between academic
engagement and academic success [65, 66, 14, and 72].
III. PARENTING STYLE
Developmental psychologists have been interested to study how parents convey their values, goals
attitudes, and skills in their children‘s socialization process since the 1920s [69] and one of the most robust
approaches to this transmission process is the study of parenting style. According to [25] the way parents behave
creates an emotional setting. A parent-child relationship develops according to how parents behave in their
relationship with their child and this includes verbal as well as non-verbal communication. Early study on
parenting typology was examined by Diana Baumrind. She was the first to study the relationship between
parenting style and child outcomes. [11] Classified parenting behavior into three typologies: authoritative (of
mature children), authoritarian (of dysphonic or disaffiliated children) and permissive (of immature children)
based on two orthogonal factors: responsiveness and demandingness. Responsiveness implies the level to which
parents encourage individuality and self-assertiveness by the way they are attentive to and supports the wishes
and needs of their children. There should be a feeling of closeness and unconditional support and rational
interaction. Demandingness implies a certain strict requirement by the parents of their children‘s adherence to
regulated social behavior, even confrontation and demands for maturity by controlling their children‘s behavior
by way of monitoring [11]. Authoritative parents are both responsive and demanding while providing useful
guidance, support and motivation for their children. Such a parenting style involves an inductive approach,
whereby parents take the trouble to explain to reason with their children. It has been proven that an authoritative
parenting style produces children who are able to adapt well socially, have the respect of their peers, perform
well academically and have a good mental health [11]. Authoritarian parents generally express high demand and
fail to respond to their children‘s wishes or requests, employ harsh behavior, and use physical punishment in
extreme cases. The potential long-term consequences of such an approach when the children are young include
depression, alcoholism suicidal tendencies, and even physical assault when they are adults. An authoritarian
parenting style can achieve immediate results that children bend to the will of their parents; but such parenting is
often unsuccessful and can result in long-term harm [11]. Parents, who use a permissive style, when responding
to their children‘s needs and wishes, do not make demands. Such a style therefore is inconsistent and lacks the
firm direction of a structure. [12]. posited that permissive parents fail to control their children and in the process
send mixed messages. Such permissive parenting encourages violence, anti-social behaviors, weak academic
performances, and other inevitable childhood behavioral problems. Parenting style typologies were originally
developed for research on parent socialization practices during childhood, they have also been used to study the
effect of parent interaction pattern on adolescent adjustment [12]. The authoritative parenting style produces
children who are independent, assertive, competent, more achievement and success oriented, and have good
self-control than other children [11, 45].
Children who experience the authoritative parenting style invariably show better psychosocial
development and academic competence, thus the authoritative parenting style appears to be the best style to
develop competent and well-adjusted children. In such a parenting style, parents reason with their children,
providing a rationale for doing the things they like, understanding the importance and need for education in
order to be successful adults [69]. Such parents give due recognition when a child succeeds in the performance
of a task or acquires new knowledge through sheer hard work. They do not show anger when the child makes a
mistake but instead make it know to the child that making mistakes is an integral part of the learning and
growing up process [15]. Authoritarian parents whose use strict and inflexible rules that command will
obedience without question about behavior pertaining to school and their studies. This approach stifles creativity
and curiosity, which can have negative consequences on the performance of the child [59, 62]. Within such an
environment, a child will experience fear in making mistakes because of the knowledge that an over-critical
parent awaits. Such apparently difficult to please parents who never seem to be satisfied with child‘s behavior
and performance will only create worry in the child who would fear being seen as a failure in the eyes of the
parents due to mistakes, poor performance, and unfavorably compared to other students [11]. In the case of
academic achievement, a home with permissive parents is at a disadvantage, because the children are unaware
what their parents expect of them, prompting the development of a level of aggression as they seek the norm
[18]. According to Casanova et al. the permissiveness of such parents creates an environment of apparent
indifference to various aspects of the children‘s academic life and activities: there appears to be ignorance of or
inattention to the behavioral aspects of the child in the academic context, no apparent interest in the children‘s
activities in school, or in class, and no contact with the educators of their children.
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With such apparent lack of encouragement, there is no motivation but instead there is a feeling of
anxiety and stress and the children develop a sense of being neglected and abandoned. Casanova highlighted
that there can also be stress and anxiety among children from authoritarian homes just because of parental
involvement in their school activities.
IV. PARENTAL SCHOOL INVOLVEMENT
The role of parental school involvement in children‘s education has received considerable
attention in recent years [27]. The involvement of parents in their children‘s education has been viewed from
various perspectives. While some scholars have studied the involvement of parents in the academic activities of
their children from the point of their expectations and ambitions for their children‘s education, others have
concentrated on the activities of the parents by way of their involvement in parent-teacher meetings and
workshops, family days and such similar activities [3]. Parental involvement means the allocation of time, effort
and care by the parent in relation to his/her children‘s academic affairs [24]. Parental school involvement
includes participation in activities conducted at the school and those that are outside of the four school walls
such as finishing homework, volunteering, and tutoring at school. Parental involvement has also been defined as
the various ways in which parents are involved in the academic career of their children as well as the
participation in their school activities (Hoover-Dempsey et al., 2005).The participation of parents and family has
been seen to benefit parents, teachers, students, and the community. Much summarized research that has been
done to learn more about (a) the reasons why parents participate in the academic life of their children; (b)
strategies that teachers and schools can utilize to promote the participation of parents; (c) impact of parents‘
participation on academic achievement. Hoover-Dempsey and Sandler (1997) proposed various reasons for
parental involvement in the academic career of their children. Among the reasons are: parents feel they should
be involved, parents perceive their involvement will have a positive impact on the academic performance of
their children, and they perceive that their involvement is desired, needed, expected, invited, and valued by the
school. The various ways of being involved include being volunteers at the school, attends school functions,
assisting with their children‘s homework, responding positively to school requests for conferences or help,
making sure the child has proper studying space, tutoring, working in the classroom, motivating their children to
do well, showing examples of desired behaviors (e.g., reading for pleasure), paying attention to what the
children do, monitoring their children‘s behavior, and being the school‘s advocates in the community. When
there is parental involvement, the children gain in several ways: better school attendance, less incidence of
suspensions, lower rate of high school dropouts, better academic performance, less behavioral problems, better
attitude toward school and improved perception of self [19]. Parental involvement uses a greater sense of
responsibility for their own actions among the children who are more willing to perform more challenging tasks
[38].). Children of involved parents also showed better speaking ability and better problem-solving skills [14].
Seeing their parents being involved in their education makes the children realize that they value education and in
turn the children learn to appreciate the value of education as well. This motivates the children to want to do
well and so they score good grades. Such a situation leads to a feeling of confidence as the children know they
have the support of their parents who want them to do well and realize their dreams [38]. A child living in a
family environment where there is constant encouragement to do well, recognition and praise for achievements,
education is valued, and expectations for a child are high, has many reasons to do well academically [30]. It has
been shown that middle and high school student's exhibit enhanced average levels of achievement when their
parents are actively engaged in various aspects of their education compared to others whose parents are less
involved or not involved [31].
V. ACADEMIC SELF-EFFICACY
Self-efficacy, one of the integral parts of Social Cognitive Theory, was the brainchild of Bandura
(1986), who first talked about it more than two decades ago. Bandura defines self-efficacy as ―beliefs in one's
capability to organize and execute the courses of action required to manage prospective situations" (p. 392).
Bandura‘s key point regarding the role of self-efficacy beliefs in human functioning is that ―people's level of
motivation, affective states, and actions are based more on what they believe than on what is objectively true‖.
Bandura saw self-efficacy as a form of self-reflection that influences how one behaves. This is because
according to Bandura, people have personal expectations of what they want, what they can do and this
determines the level of effort they will put into attaining their goals. Bandura suggests the existence of internal
processes that significantly impact on an individual‘s perception and interpretation of personal behavior related
to expected consequences. This means that how people behave depends on their intentions, the circumstances
and the anticipated results of their actions [24]. Baron (2004) purposed three types of self-efficacy: self-
regulatory self-efficacy (ability to resist peer pressure, avoid high-risk activities); social self-efficacy (ability to
establish and maintain relationships, having assertiveness, involved in leisure time activities); and academic
self-efficacy (being able to perform course work, disciplined in study activities, achieve goals).
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There has been much attention paid to self-efficacy in research on education and it has been proven to
be a predictor of students‘ educational performance [55, 67]. Since academic self-efficacy has been proven to be
an important predictor of educational performance [8]. it has therefore been closely related to success in class
and homework, assessments, and scores (Stevens, Olivarez, Lan, & Tallent-Runnels, 2004). Previous research
[70] has demonstrated that students who are confident in their academic capabilities monitor their work time
more effectively, are more efficient problem solvers, and show more persistence than do equally able peers with
low self-efficacy. High self-efficacy students work harder, evaluate their progress more frequently, and engage
in more self-regulatory strategies that promote success in school [62]. The concept of self-efficacy in
motivational research refers to the self-belief of students in their personal academic abilities [48]. As such, a
lack of self-belief in one‘s personal academic ability will result in feelings of low self-efficacy. In a study by
Lodewyk and Winne (2005), it was found that such experiences put stress on students and is a constraint in the
face of unaccustomed challenges. Researchers maintain that self-efficacy can be improved by personal success
in achieving the desired outcomes, seeing others achieve successful outcomes, being encouraged, reassured and
motivated by inspirational speeches, and by decreasing the anxiety level [43]. Thus, when students involve
themselves in academic tasks, internal and external opinions lead to either an increase or decrease in self-
efficacy.
VI. EMOTIONAL INTELLIGENCE
Emotional intelligence (EI) is a new concept in multiple Intelligences [1]. Emotional assimilation refers
to the ability to recognize different emotions that one is feeling and to identify feeling that is influencing their
thought processes. Emotional understanding means the ability to understand complex emotions (such as feeling
two emotions at same time) and the ability to distinguish transitions from one emotion to another emotion.
Emotional management is the ability to connect or disconnect an emotion depending on its usefulness in a
certain situation. Bar-On (2002) introduced five components about emotional intelligence: Intrapersonal ability,
interpersonal ability, adaptability, stress management, and general mood. According to Bar-On emotional
intelligence can develop every time and it can improve through training, programming, and therapy [7]. Bar-On
future found out that individuals with high EQ are more successful in environmental pressures. He also asserted
that a deficit in emotional quotient intelligence can create lack of success and emotional problems. Goleman
(1990) model in Matthews et al., (2002) proposed consisting four main components. The first component is self-
awareness that relates to persons‘ ability to read one's emotions and recognize their impact. Second, Self-
management that means ability to control one's emotions and to adapt with changing situation. Social awareness
is third component that includes the ability to sense, understand, and react to other's emotions while
comprehending social network. Finally, relationship management is fourth component that consist of ability to
inspire, influence, and develop others while managing conflict. Emotional intelligence is a new concept. It is a
recent area of research, especially with regard to testing emotional intelligence and the role of emotional
intelligence during adolescence. It is important to know the benefits of recognizing emotional intelligence
among adolescents and understand that how EI may impact on adolescents‘ growth and development [44]. Liau
et al. (2003) argued that emotional intelligence is vital for the healthy psycho-social development in adolescents.
Literature shows that the lack of EI can be associated with problem behavior. Liau et al. (2003) indicated that EI
is a potential risk factor in behavior problem in adolescent. Emotional intelligence in adolescents plays an
important role in successful transition from adolescence to adulthood [57]. There has been an increasing interest
in the construct of emotional intelligence within a school context. Some studies in the field of education have
been focused on the emotional intelligence of students and the role of emotional intelligence on academic
achievement. Students with higher emotional intelligence are more success at school [57]. Intrapersonal skills
such as communication, negotiation and relating with other are necessary skills for the success in the life and
academic achievement. Adolescents experience changes in their ability to perceive, understand and utilize
emotional information and these abilities may have significant contribute in intellectual growth [51]. Lam and
Kirby (2002) found that adolescents with high EI are able to recognize and manage emotions, and make
decisions that can contribute to academic performance.
4.1.Theoretical framework
Educational Productivity Theory
Educational Productivity Theory posits that nine factors are powerful and consistent in influencing
learning [71]. The nine factors are grouped into three categories which are student aptitude (ability,
development or age, and motivation), instruction (the amount of time for which students engage in learning or
academic engagement and the quality of the instructional experience including method, psychological and
curricular aspect), and psychological environment (home environment, classroom social group, and exposure to
mass media outside of school). These factors are asserted for learning in school. Without the contribution of
each factor, there can be little learning. Student characteristic has a significant influence on learning outcomes.
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However, Walberg asserted that some of the characteristic is only partly alterable. Other characteristic
such as motivation is influenced by external factors and students themselves. Walberg considers psychological
environment in learning because it provides both direct and indirect influence on the essential classroom factors.
One of the important psychological environments is the home environment. The curriculum of home refers to
such activity as informed parent-child conversation and communication about everyday observations and
events. These may include discussion or critical analyses of school-related discoveries, interest in children‘s
academic and personal growth, leisure reading, television programs, and friends. Parents that contribute in their
children‘s homework and in the process can better understand the challenges their children face in their studies.
The curriculum of the home enhances student‘s academic efficacy. By developing certain habits and attitudes in
the child, the family makes the child ready for the school‘s instruction. Also, the amount of time that students
devote in school activities and parental involvement programs promote success. According Carbonaro (2005)
children who receive support of teachers and parents in their school activities, they improve a special sense of
belonging and attachment to school and school-related activities. Thus, such children achieve higher grades and
generally show better academic achievements. Also, students who value their education and have clear ideas
about goals they wish to achieve will exhibit a desire for status attainment and be higher performing students.
Walberg suggested nine important factors in facilitating learning. The present study however utilized only
personal characteristics and home environment to examine academic achievement among adolescents.
Objective
1. To determine the unique predictors of academic engagement among respondents.
VII. METHODOLOGY
Participants
The population of in this research was 3500 high school students. The participants in present study
included 382 adolescents who were attending high schools in Tehran city. The participants were selected by
stratified sampling method.
Measures
Parenting Style
Parenting style was measured by Parental Authority Questionnaire (PAQ: Buri, 1991). PAQ is valid
and reliable instruments. PAQ consists of 30 items with three subscales which are permissive, authoritarian, and
authoritative parental authority types. There are 10 items for each subscale. Parental Authority Questionnaire is
rated on five point Likert scale ranging from 1= strongly disagree, 2= disagree, 3= neither agree nor disagree, 4=
agree and 5= strongly agree. For each subscale, the score was obtained by summing the score for individual
items. Score on each subscale ranged from 10 to 50. High score means high parenting in specific subscale of
PAQ. Buri (1991) reported high reliability for PAQ with Cronbach coefficient alpha values with a range from
0.78 to 0.86 for the mother‘s parenting style and 0.74 to 0.87 for the father‘s parenting style.
Parental School Involvement
Parental school involvement was assessed using the 22-item of Paulson‘s Parental Academic
Involvement (1994). This scale was designed to identify support and participation of parents at home and at the
school site that directly and positively affect the educational performance of all children. This scale has three
dimensions such as achievement values (8 items), interest in schoolwork (9 items) and involvement in school
functions (5 items). The response format consisted of a five- point Likert scale on which respondents indicated
whether they 1= very unlike, 2= more unlike than like, 3= neither like nor unlike, 4= more like than unlike nor
and 5= very like with parental school involvement. The score for parental school involvement was calculated by
summing the scores for the 22 items after reversing the scores for 5 items (items 5, 6, 11, 16, and 21). The total
scale score ranged from 22 to 110, with high scores indicating higher parental school involvement. Paulson
(1994) reported reliability results from the parental school involvement questionnaire with Cronbach coefficient
alpha values of .85 for the mother‘s school involvement and .81 for the father‘s school involvement
Academic Self-efficacy
The Morgan-Jinks Student Efficacy Scale (1999) was designed to gain information about student
efficacy beliefs that is related to school success. The Academic Self-efficacy Scale consists of 30-items with
three subscales such as: talent (15 items), context (9 items), and effort (6 items). It is rated on a five point Likert
scale ranging based on 1=never, 2= occasionally, 3= sometimes, 4= usually and 5= always. The score for
academic self-efficacy was calculated by summing up the scores for the 30 items, after reversing the scores for
9items (4, 6, 15, 17, 19, 21, 23, 25, and 28).
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The total scale score ranged from 30 to 150, with high score indicating high academic self-efficacy
among respondents. Morgan-Jinks (1999) reported reliability results from the academic self- efficacy with
Cronbach coefficient alpha values of .80.
Emotional Intelligence
Schutte et al, 1998) Emotional Intelligence Scale (EIS) is used in the present study. The EIS by
Schutt et al. was based on Salovey and Mayer‘s (1990) original model of emotional intelligence. This scale is
consisting of four subscales. The four factors were described as follows: perception of emotions (10 items),
managing emotions in the self (9 items), social skills or managing others‘ emotions (8 items), and utilizing
emotions (6 items). So, the total item for EIS is 33 items. Each item in the scale was rated on a five-point Likert
scale from 1= strongly disagree, 2= somewhat disagree, 3= neither agree nor disagree, 4= somewhat agree and
5= strongly agree. The score for emotional intelligence was calculated by summing the scores for the 33 items
after reversing the scores for 3 items (items 5, 28, and 33). The total scale score ranged from 33 to 165, with
high score indicating high emotional intelligence in respondents. Shutte et al. (1998) reported high reliability
results for the EIS with Cronbach coefficient alpha values of EIS has been used .87.
Academic Engagement
Academic engagement was measured using Academic Engagement Scale (AES) by Short, Fleming,
Guiling, and Roper (2002). The AES was developed by Short, Vowels, and Robinson (2002). The AES has 40
items with three subscales. The subscales are cognitive engagement (10 items), behavioral engagement (15
items), and affective engagement (15 items). A five-point Likert scale from 1= never, 2= seldom, 3= sometimes,
4= often and 5= always was used to rate the items. The score for AES was obtained by summing up the scores
for the 40 items after reversing 11 items (items 7, 8, 12, 14, 15, 18, 19, 20, 26, 29 and 34). The total scale score
ranged from 40 to 200, with high score indicating high academic engagement among respondents. The AES has
demonstrated respectable psychometric properties (alpha =.94).
VIII. RESULTS
Hierarchical regression analyses were conducted to test the main effects of the background variables
(age, gender, parent ‗age, parent‘s education, family income), parental factors (authoritative and permissive
parenting style, parental school involvement) and personal factors (academic self-efficacy and emotional
intelligence) in predicting academic engagement among adolescents.Table 1 displays the results of hierarchical
regression analyses for academic engagement. At step 1, family factors were entered to the regression model.
The family factors entered were (authoritative, permissive style, and parental school involvement). At step 1, F
(10, 590) = 31.2313, P<.05, indicating the regression model is significant. The R2
=.461 revealed that about a
46.1% of variance in academic engagement by family factors. At step 2, academic self-efficacy, emotional
intelligence was added to the regression mode l. The F (13, 587) = 56.603, p<.05. At step 2, R2
= 73.4 indicating
that family factors (authoritative, permissive style, and parental school involvement), and personal variables
(academic self-efficacy, emotional intelligence) explained about 73.4% of the variance in academic engagement.
At step 2, three variables were statistically significant. Academic self-efficacy (Beta = .771, p <.05) appeared as
the strongest predictor, follows by emotional intelligence (Beta = .572, p <.05), authoritative parenting style
(Beta = .453, p<.05).
Table 1 Results of Hierarchical Multiple Regression Analysis for Academic Engagement
Step 1 Step 2
Variables B SE.B Beta B SE.B Beta
Family factors
Authoritative Style 1.108 .124 .223 .235 .135 .453
Permissive Style -.750 .158 -.198 -.120 .125 -.023
Parental School Involvement .493 .078 .227 -.056 .066 -.020
Personal factors
Academic Self-efficacy 1.120 .064 .771
Emotional Intelligence .172 .050 .572
Note : **p<.05
Step 1: F (10,590) = 31.2313, R2
= .46-----Step 2: F (13, 587) =56.603, R2
= .73.4
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IX. DISCUSSION AND CONCLUSION
The main purpose of the present study was examining of predictors of academic engagement. The
result of Hierarchical regression analysis showed that academic self-efficacy was the strong predictor of
academic achievement in Tehranian adolescents. According to Linnenbrink and Pintrich (2003), students with
self confidence in their abilities tend to persist and make the extra effort even when faced with difficult
challenges. On the other hand, those with low or no self-belief tend to give up more easily even if they have the
required skills or knowledge because they lack that belief in their own ability to succeed. When students have a
poor level of academic self-belief, the result could be poor involvement in the academically-related tasks they
have to perform like reading assignments, homework, and studying (Attaway & Bry, 2004). It is the opinion of
Attaway and Bry that when there is poor engagement in academic-related tasks, there tends to be poor academic
performance.
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