BEHIND EVERY GRADE: EXPLORING PARENTAL INVOLVEMENT IN RELATION WITH ACADEMIC MOTIVATION AND ACADEMIC ACHIEVEMENT AMONG STUDENTS

Abstract

The main goal of this study was to determine any relationship between parental involvement, academic motivation and academic achievement. We asked to study 200 students aged 11 through 17 by using convenient purposive sampling. From the University of Swat, 100 students were picked, as were 100 students from the university of Mardan. There was an equal number of male and female participants from every university selected. The researcher applied the Perception of Parents scale created by Deci and Ryan (1997) (Annexure A), the Academic Motivation scale from Vallerand et al (1992) and academic achievement, by analyzing grade point averages. The research team used a pilot test before undertaking the study. Pilot testing confirmed the reliability of the scales used. The consistency of the instruments was tested through Cronbach’s alpha and each measure formed strong estimates of reliability (α > .7). A reliable positive score was found for all three scales in the pilot study. In the pilot study, there was a strong, positive connection discovered between parental involvement, how motivated students are to learn and their academic results. The correlation was found after analyzing data from N=200.  The degree to which parents are involved with their children’s education was linked to very high motivation and value in academics (70**). There was a meaningful and positive link found between educational achievement and how much parents are involved (.87**).