Relationship between parental school involvement, Academic self -efficacy, and academic motivation among Secondary school children

Abstract

The aim of the present research was to explore the relationship between parental school involvement, academic self-efficacy, and academic motivation among secondary school children. A sample of (N = 342), 176 boys and 166 girls participants were collected from different schools (private and public sector) of Islamabad by convenient sampling technique. Their age was 12-19 years (M = 14.9; SD = 1.14). The study was carried out in three phase by using correlational research design. Parental Involvement in Children Education Scale Short Form (PICES) by Zahid, (2013), Academic Motivation Scale Short Form (AMS) by Zahid, (2013) developed in Pakistan, and translated version of Academic Self-Efficacy Scale by Muris, (2001) was used to measure parental involvement, academic motivation and academic self-Efficacy. Results indicated that parental involvement, academic self-efficacy and academic motivation were positively associated with each other (p<0.01 , p<0.05). It has been found that parental involvement is the significant predictor of academic motivation and academic self-efficacy. Significant differences were also found on gender as girls showed better academic selfefficacy as compared to boys. Furthermore, in relation to academic motivation, significant differences were found on gender as girls have higher level of intrinsic motivation whereas boys were high on extrinsic motivation. For education sector, family system, monthly income and with references to mother occupation, the finding of present research indicated that there were non-significant differences on parental school involvement, academic self-efficacy and academic motivation. Finally, the limitations, suggestions, and implications of the study were further discussed.