CHAPTER 1

INTRODUCTION

Rationale
The circumstances in which children are raised and the involvement of their parents
in their early education play a role in shaping academic mindset and motivation.
Culturally sensitive parent involvement programs that focus on ways to create a
stimulating home environment and motivate children to achieve can make a difference.
For example, parents can help foster motivation by praising effort, persistence, and
mastery of subjects rather than general achievement or intelligence and talent. Reading
and talking to children, celebrating their learning with them, and providing opportunities
for creative exploration can also encourage factors associated with motivation.
Moreover, parents can foster motivation by helping children see academic achievement
as a realistic part of their identity, setting realistic but high standards and expectations,
and starting all these strategies as early as possible. While the gaps in early
achievement and non-cognitive skills among students of different socioeconomic status,
race/ethnicity, and culture are not inevitable or unchangeable, one should not
underestimate the problems many families face. School-based programs for parents,
although helpful, cannot be expected to eliminate disparities that have been long in the
making. The differences highlighted in this paper speak to the need for broader societal
efforts to prevent disparities in background that can have a negative effect on motivation
and achievement. These efforts include a range of policies, such as public information
campaigns about effective ways to foster children’s motivation, culturally 10 Center on
Education Policy The George Washington University Graduate School of Education and
Human Development 2012 sensitive programs to support parenting skills, and efforts to
address poverty and other root causes of achievement gaps (Usher et. al, 2012).

This study investigated how different dimensions of parental involvement similarly or

differentially linked to various constructs of school motivation (academic self-efficacy in
mathematics and English, intrinsic motivation toward mathematics and English, and
engagement) across ethnic groups of Caucasian, African American, Asian American,
and Hispanic students. The structural equation modeling analyses revealed the
existence of ethnic differences by providing evidence that (a) parental advising and
parent–school communication concerning benign school issues were positively related
to Hispanic students’ intrinsic motivation toward English and academic self-efficacy in
English, but negatively related to Asian American students’ mathematics intrinsic
motivation and/or mathematics self-efficacy; and (b) parental participation in school
functions sporadically affected the school motivational constructs for only Caucasian
and African American students. Despite the ethnic differences, similar findings across
ethnic groups were also noted. Generally, results showed that parental aspiration for
children's education positively related to student school motivational constructs,
whereas school–parent communication regarding student school problems negatively
predicted student school motivational constructs across ethnic groups (Fan et.al, 2012).

This study aimed to examine the mediating effects of motivational beliefs in the
relations between parental involvement and science achievement. Three types of
motivational beliefs, namely, self-concept, intrinsic value, and utility value were
addressed based on the Expectancy-Value Theory model. A representative national
sample from Taiwan of 5042 eighth-grade students with an average age of 14.2 years
was examined. The results indicated that self-concept and utility value can mediate the
effects of parental involvement on science achievement, whereas intrinsic value does
not have such a mediating effect. These findings provide empirical evidence revealing
the prominent role of parental involvement in students’ science achievement through a
motivational mechanism (Liou et. al, 2019).
Research Objectives
The main purpose of the study is to examine the Involvement of Parents to the
student motivation in Junior and Senior High School in Laak Institute Foundation
Incorporated to achieve a better education.
1. To investigate the level of parental involvement among Junior and Senior High
School students of Laak Institute Foundation incorporated in terms of behavioral
Involvement, personal Involvement, and cognitive/ Intellectual Involvement
2. To measure the level of student motivation among Junior and Senior High School
students of Laak Institute Foundation incorporated in terms of activation, persistence,
and intensity.
3. To evaluate the significant difference in the level of parental involvement of junior and
senior high school students of Laak Institute Foundation Incorporated when group and
analyzed according to gender and grade level.
4. To examine the significant difference in the level of student motivation of junior and
senior high school students of Laak Institute Foundation Incorporated when grouped
and analyzed according to gender and grade level.
5. To determine the significant relationship between the level of parental involvement
and student motivation among junior and senior high school students of Laak Institute
Foundation Incorporated.
Hypothesis
In order to be guided in the analysis of the study and for the statistical testing
purposes, the null hypothesis is formulated at the 0.05 level of significance.
1. There is no significant difference in the level of parental involvement among the
Junior and Senior High School students of Laak Institute Foundation Incorporated when
group to gender and grade level.
2. There is no significant difference in the level of student motivation among Junior and
Senior High School Student of Laak Institute Foundation Incorporated.
3. There are no significant relationships between parental involvement and student’s
motivation among the Junior and Senior High School Student of Laak Institute
Foundation Incorporated.
Review Of Related Literature
It is generally acknowledged that families and parents serve as children's primary
educators and are in charge of establishing the social and intellectual foundations for
their learning and development Parental involvement is frequently categorized as acts
committed of engagement. It has been discovered that these behaviors have a
significant impact on kids' academic progress. The relationship between parental
involvement and student's motivation is particularly significant, according to a number of
studies. In addition, numerous studies have shown that low motivation of students in
school is caused by a lack of parental engagement and involvement In order to raise
student's motivation, parental involvement must be increased and taken into account.
Additionally, it is highlighted that parents' regular involvement and support of their
children's education may have a big impact on how interested their children are in them.
Moreover, research shows that students require ongoing parental involvement and
support in order to study, gain confidence in participating in different school activities,
and reach their full potential (Greer, 2017).
Parental Involvement
A substantial and expanding body of research demonstrates that parental
involvement in their children's education is linked to higher levels of achievement in
kids. A more recent body of research indicates that it can be challenging for schools to
raise levels of parental engagement As a result, governments and educational advisory
bodies have responded to this evidence with policies encouraging, and in some cases
mandating, strategies for schools to raise levels of parental engagement. Additionally,
certain tactics for fostering and increasing parental involvement may have the reverse of
the desired result, resulting in lower levels of achievement and negative attitudes about
learning once more (Sirvani, 2017).
Parental involvement is the voluntarily active participation in a child's education
(Berkowitz et al., 2017). Every home study activity can have this Involvement in the form
of planning, carrying it out, and evaluating it. According to Hornby & Lafaele (2011)'s
research, parents who think that their kids' educations depend on more than just what
they learn in school will be responsible and eager to get involved in their kids' education.
Therefore, parent involvement in their children's education is necessary. As a result,
parents should be involved in their children's education.

Children receive non-physical involvement from their parents in the form of their
attention. According to Slameto (2013), parental attention is a purposeful
encouragement given to children and can take the shape of instructions, ideas, and
sentiments. Parents' involvement in their children's education is anticipated to motivate
children to engage in more active learning. The child is provided advice and direction as
well as encouragement to study as part of the attention. When parents pay their child
attention, communication is necessary. It may be simpler for parents to foster a learning
environment that is pleasant and stress- free if there is good communication between
them and their kids at home,
The assumption that all forms of parent involvement raise educational expectations,
reduce truancy and absenteeism, and generally improve achievement continues to be
problematic – at least for high school students. The findings in this research are clear.
First, some forms of parent involvement, particularly parent-child discussion, have a far
greater effect on student attitudes, behaviors, and achievement than do others. Second,
in almost every case the magnitude of the parent involvement effects on attitudinal and
behavioral measures far outpace parent involvement’s influence on achievement. Third,
parent involvement has the potential to have a long-term and indirect influence on
adolescents; discussion, PTO involvement, and monitoring’s cumulative indirect
effect(s) on 8th and 10th grade achievement are larger in magnitude than their
corresponding direct effect(s) on these same measures. Previous research has
underestimated the true influence of parent involvement on academic achievement by
not specifically accounting for the numerous indirect mechanisms that theory indicates
should exist. (McNeal Jr, 2014).
Behavioral Involvement
Behavioral involvement describes parents' outward displays of support for their
children's education, such as visiting open houses or helping out at the school (Grolnick,
1994). By visiting the school and taking part in events like open houses, the parent can
overtly demonstrate involvement through conduct, if the child exhibits this conduct, the
parent can be promoting the value of education through role modeling. Additionally,
such conduct may give the parent Information so that she can assist the child in
managing his or her academics (Baker & Stevenson, 1986). Last but not least, if the
teacher perceives the parent as involved, she can act as a channel for the impacts. She
might give the child more attention, for instance. In a research by Epstein and Becker
(1982), which accounted for parent education, it was shown that high-school students
who had parents who attended open school or college night performed better
academically than those whose parents did not.
The role of organizational skills in facilitating improvements in both teacher-assessed
academic skills and parent-assessed homework outcomes. The underlying
conceptualization of CLS is that teachers and parents learn strategies to promote
children’s engagement, motivation, and self-control, and children learn social,
organizational, and daily living skills, which are reinforced by teachers and parents. This
approach addresses common limitations of single-setting behavioral interventions by
directly programming generalization across settings (Pfiffner, 2013).

Personal Involvement
While one way that children experience their parents' resources is through their
overt actions, children may also have a more emotive perception of their parents as
providing resources to them, and this effect may be different from the one mentioned
above. Personal involvement includes parent-child interactions that communicate
positive attitudes about school and the importance of education to the child (Grolnick,
1997). Parents' personal participation affects how their children feel about school and
how much they like engaging in activities with them related to it. Such an impression
may inspire positive feelings towards the school and the child.
The effect of personality on academic motivation and academic performance motivation
has an important influence on a learner’s learning behavior and achievement. There is
evidence that personality traits can predict academic motivation and achievement,
Moreover, as expected, academic motivation mediated the relationship between
openness to experience and conscientiousness with academic performance (Torabi &
Viari 2012).
Personal involvement was parents’ display of interest and that
whether children’s participation in school and parent involvement supports the
usefulness of an understanding how parent involvement exerts its effects on children’s
achievement. The theory highlights the important role that parents play in facilitating
children’s motivation and the factors, including pressures from various sources that
undermine parents’ own motivation to be involved. Schools can play an important role in
creating contexts that welcome and encourage parents’ support of their children’s
learning (Grolnick, 2016).

Through parenting and communication types of involvement significantly increases

students’ numeracy scores by 6 and 15 percentage points, respectively. Similarly, a unit
increase in parental participation through parenting and communication types of
involvement significantly increases students’ literacy scores, by 6 and 12 percentage
points, respectively. This implies that parental participation plays a pivotal role in
motivating children to improve their academic grades. For students to reap maximum
benefits in an education system, the learning should not be solely left to the student–
teacher relationship but should be extended to include active parental involvement
among other education stakeholders (Mahuro & Hungi 2016).
Cognitive/Intellectual Involvement
Cognitive/intellectual involvement refers to behaviors that promote children's skill
development and knowledge, such as reading books and going to museums. This
hypothesis holds that parental participation improves student achievement because
these interactions have an impact on students' motivation, sense of competence, and
sense of control over their academic success. A historically new role for parents in
fostering their children's cognitive development is cognitive/intellectual involvement,
which involves exposing the child to intellectually stimulating activities and resources
like books and current events (Lareau, 1987). Exposure to intellectually interesting
things would likely improve communication between the child's family and school and
give them a chance to practice academic abilities. Kurdek and Sinclair (1988)
discovered that, In addition to family structure, gender, and family conflict, the level of
intellectual activity in the home accounted for a considerable portion of the diversity in
eighth graders' grades. Keeves (1972) provided evidence of a link between intellectual
hobbies and household pursuits and children' academic success.
Essential to the successful solving of research tasks are cognitive intellectual and
creative abilities, defining the level of analytic-synthetic activity of students. On the basis
of findings training programs for educators focused on improving the efficiency of
interaction with students through better understanding of students’ needs and
expectations and using of special techniques for evaluation research potential of
students were developed. Considering the results supervisors can recommend students
to use the techniques of time management and self-organization (Bordovskaia,
Darinskaya, Moskvicheva, 2015).

Student Motivation
The Latin word mover, which means "to move." is where the word. motivation
comes from. The forces working on or inside a person that create the arousal, direction,
and persistence of goal-directed, voluntary effort can be roughly characterized as
motivation. According to Wlodkowski and Jaynes (1990). motivation is "a value and a
desire for learning" in the broadest sense. Mangal (2008) defines motivation as anything
that stimulates, compel and energizes a person to act or behave in a specific way at a
specific time in order to achieve a specific goal or objective.

Psychology has done a great deal of research on motivation. The basic purpose of
motivation, which is true of all human behavior, is to carry out human wants. Maslow's
(1954) "Hierarchy of Needs" classifies human needs ascending from basic physiological
needs (e.g. need for food) to higher needs such as needs for knowledge, aesthetic
needs, and need to fulfill self-actualization. Human needs can vary, from basic needs
(such as need for "food" and "sleep") to intellectual needs (such as need to know and
understand).

The process of motivating, guiding, and supplying action to attain a specific

objective is known as motivation (Wentzel & Brophy, 2014). A person will be motivated
to take action in order to fulfill their goals or ambitions Motivation, it It is connected to
the learning process, is the force that can enhance learning to accomplish the intended
goals (Sardiman, 2014)

Student motivation and improves academic achievement in education at higher

secondary level. Teaching styles attract students and play a positive role in student
motivation and improve academic achievement for better results in learning. In order to
develop higher order thinking skills, it is important to conduct lessons using activity-
based teaching. Further studies may be conducted in all disciplines on different levels in
order to validate the result of this study (Almulla & Alamri, 2021).
Meanwhile, according to (Herrlitz, Ongstad & Piet 2007) learning achievement is the
result that had been achieved or acquired form of the subject child. They added that
learning achievement is the result of which resulted in changes within the individual as a
result of activity in learning. They explained that learning is an activity that has purpose
to make a charge of behavior, attitude, habitual, knowledge, and skill as result of
individual experience with the environment.
In line with that, a study conducted by (Lee, 2015) found that learning achievement is
the change that is happened in students self after follow a learning process. Learning
result is a response that given by students. Learning results found are not only
knowledge but also the change of students’ behavior from negative to positive.
Another study conducted by (Oborn & Johnson 2015) showed that learning
achievement is knowledge mastery or skill that is developed by subject. It is used to be
shown by mark or grade that is given by a teacher. It can be said that achievement is
one of parameter that is used to measure level of the students. If the students show
good learning achievement, it means that the learning process is success. In contrary,
when the students show bad achievement, it means that the learning process has
failed.
The current conditions of the Covid-19 pandemic have changed the system and the
process of learning. In normal conditions, learning is generally carried out directly face-
to-face between the teacher and students. Such a learning system makes it easier for
teachers to directly control students’ learning outcomes. Through face-to-face meetings,
it is also easier for teachers to provide feedback and reinforcement to students who find
problems in learning.
However, the current condition of the covid-19 pandemic which has not yet ended
forces the learning system to adapt to new normal life (Nugroho, 2020). In this new
normal condition, everyone must implement virus prevention protocols in all activities,
included in the teaching and learning activity. Face-to-face learning in the classroom
has been transformed into distance learning, applied in various schools and universities.
The sudden change in the system with several obstacles has a huge potential to reduce
students’ motivation in learning. In general speaking, the decrease of motivation for
learning certainly influences on the students’ achievement. Therefore, the researchers
are interested in examining how students’ learning motivation is in the conditions of this
Covid-19 pandemic. In addition, the researchers also investigated the correspondence
between learning motivation and the students’ achievement especially in English
learning in the current Covid-19 pandemic condition.

Activation
 The decision to start a behavior in order to receive a reward or incentive is
represented by activation. Activation, also known as direction, is taking steps in the
direction of a bigger objective, such enrolling in a coding course to change careers or
starting to save money in order to retire earlier. Consider the first element to be action.
At the end of the day, all motivation begins with action, regardless of the motivational
style and the particular incentive or reward. This means that the significance of the
reward or incentive you're aiming for will have a significant impact on the level of
activation (Tarver, 2020). If we choose to go for a walk or listen to music, that is
activation. Noted actor Woody Allen once said that "80% of success is showing up.
Many times, success occurs because we are in a position to take advantage of an
opportunity, if we aren't in that location, we won't achieve that success. For instance, if
you want to lose weight, you need to head to the gym or the workout location in your
home or apartment; if you don't decide to go there and work out, you'll have no chance
of losing that weight and achieving your goal (Nandy, 2021)

Persistence
Persistence is the capacity to continue on your path despite obstacles or setbacks
and to sustain the required action and intensity over time in order to reap the benefits.
As you are aware, motivation is frequently cultivated through a variety of factors in
addition to action and intensity. Additionally, you'll need a strong dose of persistence
because anything worthwhile requires patience and persistent effort (Tarver, 2020).
Persistence involves using a great deal of our time, energy, and resources in order to
overcome the obstacles and achieving the goal we want to achieve. Persistence is what
enables us to continue striving for a goal after the initial euphoria of a new challenge
wears off after we realize the hard task and challenge that lies ahead of us to achieve
the goal, it's persistence that enables us to keep going after it, despite the challenges in
our way.

Intensity
The level of your expertise and level of desire determines how intensely you will
pursue a reward. People who exhibit high intensity, for instance, have a strong desire
for something and will effectively prioritize their time, effort, or resources to obtain it.
However, not every person works as hard as another Some people may require less
effort, but others may require greater degrees of intensity to do the same objective. A
student who easily understands the topic and doesn't need to spend a lot of time
studying, for instance, exhibits low Intensity. On the other hand, a student who needs to
work harder to achieve the same grades exhibits higher intensity. This indicates that
intensity is the level of action required to obtain your desired reward, not that high or low
intensity is inherently bad or good.
Relationship between Parental Involvement and Student' s Motivation
In essence, education encompasses more than just the realm of formal education.
The development of children's education also involves the family as an informal
educational institution. Education is influenced by a variety of elements, including
schools and families (Hirsto, 2010). Children's learning at home can benefit from family
participation (Robinson & Hamis, 2014) Education within the family is entirely the
responsibility of the parents Parents can fulfill this duty by participating in their children's
activities at home Children's social, emotional and intelectual development is influenced
by parental participation (Berkowitz et al., 2017).

Parental involvement in their children's education is crucial, including helping with

homework (Moe et al, 2010). Showing parental participation has a significant impact on
adolescents academic motivation and behavioral engagement with schoolwork (Mahuro
and Hungi, 2016).

Creating a pleasant environment will help children become more motivated to learn
(Wentzel & Brophy, 2014). The process of motivating, guiding. and supplying action to
attain a specific objective is known as motivation (Wentzel & Brophy, 2014) A person
will be motivated to take action in order to fulfill their goals or ambitions. Motivation, if it
is connected to the learning process, is the force that can enhance learning to
accomplish the intended goals (Sardiman, 2014). A number of things can affect how
motivated students are to learn

According to Shunk, Pintrich, and Meece (2010), motivation can affect how well
new skills, strategies, and behaviors are retained from prior learning Learning facilities
are one of the variables that can impact learning motivation (Syah, 2010). Parents that
consciously care about their children's education will undoubtedly sacrifice all for that
education. This is due to the fact that parents" motivation will also affect their children's
motivation (Jasis & Ordoez-Jasis, 2012). In order to increase their children's motivation
to learn, parents will try to meet their needs in terms of learning.

The role of parental involvement has contribution to students learning motivation.

Thus, the students who got adequate and optimal support from their parents would have
a better learning motivation and vice versa. This result was in line with Raty. Kasanen,
& Laine (2009), they stated that the parental involvement gave a high contribution to the
children's education Educated parents realized that their children's education was
important, they would actively engaged their children's education activities such as
choosing the right school, providing the learning facilities, and even attending the school
committee meeting. Dwiningrum (2011) explained that parental Involvement in
education had a positive influence in improving students' learning motivation. Home as
a base of education would be achieved by completing the educational facilities (Istadi,
2011), Parents, who realized the importance of their children's education, would try to
meet all the educational needs of their children. Learning facilities were one form of
physical involvement that is given by parents.
Theorical Framework
This study is anchored on the study of Wendy S. Grolnick and her colleagues, in
articles published in 1994 and 1997, which conceptualized three dimensions of parental
involvement based on how parent-child interactions affect students' schooling and
motivation. Behavioral involvement refers to parents' public actions representing their
interest in their child's education, such as attending an open house or volunteering at
the school. Personal involvement includes parent-child interactions that communicate
positive attitudes about school and the importance of education to the child.
Cognitive/intellectual involvement refers to behaviors that promote children's skill
development and knowledge, such as reading books and going to museums. Parental
involvement, according to this theory, affects student that they have control over their
success in school
According to Psychologist Jeffrey Nevid (2013), there are three major components
to motivation: activation, persistence, and intensity Activation involves the decision to
initiate a behavior, such as enrolling in a psychology class. Persistence is the continued
effort toward a goal even though obstacles may exist. An example of persistence would
be taking more psychology courses in order to earn a degree although it requires a
significant investment of time.energy, and resources. Intensity can be seen in the
concentration and vigor that goes into pursuing a goal.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 Parental Involvement Student’s Motivation
●Behavioral Involvement ● Activation
●Personal Involvement ● Persistence
●Cognitive/ Intellectual ● Intensity

MODERATOR VARIABLE

● Gender
● Grade Level

Fig. 1 The Schematic Diagram of the Study

Significance Of The Study

The findings of this study will be important to parents. In Parental involvement
should become aware of the support they offer their children while they enter in high
school. The finding that a controlling parental style is related to motivation in students
points to the unique nature of the relationship between high school students and their
parents. Whereas younger children may need a structured environment, with rules and
regulations, college students are young adults. It is hoped that the findings will foster
parents' awareness, perception, interest, competence, and responsibility in the
education of their children. Furthermore, this study re-emphasizes the importance of
parental involvement to the student's motivations to have a strong shared responsibility
for children's achievement. Ultimately, this study may help to bring a sense of unity and
collegiality among parents as well as with educators in general.

Definition Of Terms

Parental Involvement - the participation of parents in regular, two ways, meaningful

communication involving student academic learning and other school activities.
Behavioral involvement- refers to parents' public actions representing their interest in
their child's education, such as attending an open house or volunteering at the school.
Personal Involvement- is the degree of personal relevance of an issue or topic.
Cognitive Involvement- is a concern with the functional content of a communication.
Intellectual Involvement- developing the curiosity and courage and to approach and
interact with ideas and issues that bring the world into sharper focus for young people.
Student motivation- a process where the learners' attention becomes focused on
meeting their scholastic objectives and their energies are directed towards realizing
their academic potential.
Activation- involves the decision to initiate a behavior, such as enrolling a psychology
class.
Persistence- is the continued effort toward a goal even though obstacles may exist.
Intensity- can be seen in the concentration and vigor that goes into pursuing a goal.