Parental Involvement and Students’ Academic Achievements: A Quantitative Study

Abstract

This study aims at to find out whether parental involvement affects student academic scores and whether or not children’s self-efficacy mediates between parental involvement and students’ scores. The candidate explanatory variable Parental involvement (PI) is found statistically significantly contributing towards the outcome variable Students’ score (SS); these results help us to accept hypothesis that there is a relationship between parental involvement and their children’s academic achievement ( here students’ score). The contributions of PI variable has decreased from c1 =107.251 (Step I) to c/1 = 92.875 (Step III); however, the value of latter c/1 has not become statistically insignificant, suggesting that, instead of complete mediation, there occurs partial mediation. Mediating variable self-efficacy (SE) itself is statistically significant, reinforcing that variable SE fulfills the condition of being a mediator, and meanwhile the contribution of PI variable is still statistically significant, SE variable is so partially mediating; these results help us to accept hypothesis that self-efficacy (SE) of the students plays mediating role between the Parental involvement and students’ academic scores. Computations for direct and indirect mediation effects provide estimates of parental involvement exert 86.61 percent direct effect and 13.39 percent indirect (meditation) effect through mediator self-efficacy. Sobel test suggests that mediation effects of 13.39 percent are small but statistically significant.

Keywords: parental involvement, students’ academic scores, mediation analysis, Baron and Kenny (1986) model, Kenny (2012)

JEL Classification: A20, C51