Results & Discussions

The study employed a rigorous and comprehensive approach, using standardized measures and a
longitudinal design to account for potential confounding variables (Thomas et al., 2022).
Findings of this research study will enhance researchers’ approach to better understand the ways
in which parental involvement can support children's academic success and language learning.
Findings from this study may inform interventions aimed at improving educational outcomes by
highlighting the importance of parental involvement in language learning and its impact on
academic performance.

Overall, the objective of current research is to shed light on the relationship between parental
involvement, language learning, and academic performance. It is hypothesized that higher levels
of parental involvement, as measured by the PIAAQ, will be positively associated with better
academic performance in language arts, as reflected in grades and standardized test scores.
Mediation and moderation analyses may provide additional insights into the mechanisms or
factors that may explain the relationship between parental involvement, language learning, and
academic performance (Hayes & Rockwood, 2017). Results of the study can provide
implications and guidelines for parents, policymakers, and educators, which can provide an
insight to the development of strategies to promote parental involvement in language learning to
enhance children's academic success. However, further analysis and interpretation of the data
will be necessary to draw conclusive findings and implications from the study.

In conclusion, the present study will contribute to the existing literature on parental involvement
in language learning and academic performance. The utilization of a standardized questionnaire
and the collection of academic records at multiple time points using a longitudinal design adds
rigor to the study (López-Aragón et al., 2017). Ethical considerations, such as obtaining
informed consent, ensuring participant confidentiality, and obtaining ethical approval, have been
addressed. The results of this study may have implications for educational interventions aimed at
improving children's academic outcomes and language learning, and may contribute to our
understanding of the role of parental involvement in supporting academic success. Further
research in this area may continue to explore and expand our understanding in the area of the
complex dynamics between parental involvement, language learning, and academic performance.
 References

Hayes, A. F., & Rockwood, N. J. (2017). Regression-based statistical mediation and moderation

analysis in clinical research: Observations, recommendations, and implementation.

Behaviour Research and Therapy, 98, 39–57. https://doi.org/10.1016/j.brat.2016.11.001

López-Aragón, L., López-Liria, R., Callejón-Ferre, Á.-J., & Gómez-Galán, M. (2017).

Applications of the Standardized Nordic Questionnaire: A Review. Sustainability, 9(9),

1514. https://doi.org/10.3390/su9091514

Thomas, R. P., Wittke, K., Blume, J., Mastergeorge, A. M., & Naigles, L. (2022). Predicting

Language in Children with ASD Using Spontaneous Language Samples and Standardized

Measures. Journal of Autism and Developmental Disorders.

https://doi.org/10.1007/s10803-022-05691-z