Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 2 no. 4 (2024)

The Mediating Effect of Teacher Support on the Relationship Between Parental Involvement and Student Academic Productivity

Ruel B Cacanando Jr | Jonelson C. Escandallo

Discipline: Education

 

Abstract:

This study aims to determine the mediating effect of teacher support regarding the relationship between parental involvement and student academic productivity; identify the level of parental involvement, teacher support, and student academic productivity among Grade 6 students in Cambanogoy Central Elementary School. It employed a quantitative non-experimental research design, the descriptive correlational technique, and mediation analysis. There were found to be significant associations between parent involvement, teacher support, and student academic productivity. Thus, it finds that both parental involvement and teacher support have a very crucial influence on academic success, considering that teacher support wholly and partially mediates the impact of parental involvement on student productivity. Mediation analysis thus confirms the enhancing effect of teacher support on parental involvement in a positive working relation for students' academic productivity is needed. It records good levels of teacher support, parental involvement, and student productivity and significant relationships between them. Teacher support partially mediates the positive relationship that exists between parental involvement and the level of productivity at which their students can work, bringing into focus the role of both teacher support and parental involvement to attain academic productivity. Finally, the study concludes that teachers offer abundant support to students. Therefore, a friendly and facilitative learning environment is provided.



References:

  1. Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2021). The influence of motivation, emotions, cognition, and metacognition on students’ learning performance: A comparative study in higher education in blended and traditional contexts. Sage Open, 11(2), 21582440211027561. https://doi.org/10.1177/21582440211027561
  2. Atunde, M.O. & Aliyu, T. T. (2019). Prevalence causes and management of indiscipline in public secondary schools: Ilorin Metropolis in focus. Journal of Sociology and Anthropology,3(3),85-94. https://doi.org/10.12691/jsa-3-3-1
  3. Bandura, A. (1960). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.  https://www.simplypsychology.org/bandura.html
  4. Baron & Kenny, (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. https://doi.org/10.1037/0022-3514.51.6.1173
  5. Biwer, F., oude Egbrink, M. G., Aalten, P., & de Bruin, A. B. (2020). Fostering effective learning strategies in higher education–a mixed-methods study. Journal of Applied Research in Memory and Cognition, 9(2), 186-203. https://doi.org/10.1016/j.jarmac.2020.03.004
  6. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. https://doi.org/10.2307/j.ctv26071r6
  7. Brush, K. E., Jones, S. M., Bailey, R., Nelson, B., Raisch, N., & Meland, E. (2022). Social and emotional learning: From conceptualization to practical application in a global context. Life skills education for youth: Critical perspectives, 43-71. https://doi.org/10.1007/978-3-030-85214-6_3.
  8. Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001
  9. Cheng, X., Zhang, L. J., & Yan, Q. (2021). Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction. Language Teaching Research, 13621688211057665. https://doi.org/10.1177/1362168821105766
  10. Chung, G., Phillips, J., Jensen, T. M., & Lanier, P. (2020). Parental involvement and adolescents’ academic achievement: Latent profiles of mother and father warmth as a moderating influence. Family process, 59(2), 772-788. https://doi.org/10.1111/famp.12450
  11. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95–S120. https://www.journals.uchicago.edu/doi/10.1086/228943
  12. Epstein (2018). School, family, and community partnerships: Your handbook for action (4th ed.). Thousand Oaks, CA: Corwin Press. https://eric.ed.gov/?id=ED586508
  13. Escandallo, J.C., & Baradillo, D. (2024). A sequential explanatory approach on the relationship between social literacy and student engagement as mediated by English speaking skills. EPRA International of Multidisciplinary Research (IJMR). https://doi.org/10.36713/epra15397.
  14. Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational psychology review, 13, 1-22. https://doi.org/10.21831/pri.v4i2.45507
  15. Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v7i12.4491/.
  16. Gallagher, J. E., Colonio-Salazar, F. B., & White, S. (2021). Supporting dentists' health and wellbeing-a qualitative study of coping strategies in'normal times. British Dental Journal, 1-9. https://doi.org/10.1038/s41415-021-3205-7.
  17. Igartua, J. J., & Hayes, A. F. (2021). Mediation, moderation, and conditional process analysis: Concepts, computations, and some common confusions. The Spanish journal of psychology, 24, e49. https://doi.org/10.1017/SJP.2021.46.
  18. Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. Active learning—Beyond the future, 59-71. https://doi.org/10.5772/intechopen.81086.
  19. Kim, E. J., & Lee, S. (2019). The role of academic efficiency in predicting student academic productivity: Evidence from a cross-sectional study. Learning and Individual Differences, 72, 101788 https://doi.org/10.3389/fpsyg.2021.823537
  20. Krauss, S., Orth, U., & Robins, R. W. (2020). Family environment and self-esteem development: A longitudinal study from age 10 to 16. Journal of personality and social psychology, 119(2), 457. https://doi.org/10.1037/pspp0000263.
  21. Lei Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054.
  22. Martin, A. R., Kanai, M., Kamatani, Y., Okada, Y., Neale, B. M., & Daly, M. J. (2019). Clinical use of current polygenic risk scores may exacerbate health disparities. Nature genetics, 51(4), 584-591. https://doi.org/10.1038/s41588-021-00797-z.
  23. Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: A meta-analytic approach. Review of Educational Research, https://doi.org/10.3102/0034654311421793.
  24. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
  25. Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of research on adolescence, 22(1), 31-39. https://doi.org/10.1111/J.1532-7795.2011.00753.
  26. Wang, M. T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912. https://doi.org/10.1016/j.dr.2020.100912
  27. Yang, D., Chen, P., Wang, K., Li, Z., Zhang, C., & Huang, R. (2023). Parental involvement and student engagement: a review of the literature. Sustainability, 15(7), 5859.  https://doi.org/10.3390/su15075859
  28. Yang, D., Chen, P., Wang, K., Li, Z., Zhang, C., & Huang, R. (2023). Parental involvement and student engagement: a review of the literature. Sustainability, 15(7), 5859. https://doi.org/10.1177/21582440221104815.
  29. Yau, P. S., Cho, Y., Shane, J., Kay, J., & Heckhausen, J. (2022). Parenting and adolescents’ academic achievement: The mediating role of goal engagement and disengagement. Journal of Child and Family Studies, 31(4), 897-909. https://doi.org/10.1007/s10826-021-02007-0

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic