THE INFLUENCE OF PARENTING STYLE,

INVOLVEMENT, AND SELF-EFFICACY ON

INTERMEDIATE LEARNERS’
MOTIVATION

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Issue: 4
Pages: 414-425
Document ID: 2023PEMJ662
DOI: 10.5281/zenodo.7868554
Manuscript Accepted: 2023-04-26 20:24:32
Psych Educ, 2023, 8(4): 414-425, Document ID: 2023PEMJ662, doi:10.5281/zenodo.7868554, ISSN 2822-4353
Research Article

The Influence of Parenting Style, Involvement, and Self-Efficacy on Intermediate

Learners’ Motivation
Junge Guillena*, Hazel Bliss Mediodia, Camilo Baldonado
For affiliations and correspondence, see the last page.

Abstract

This study investigates the influence of parenting style, parental involvement, and parents’ self-efficacy on the learning
motivation of elementary school students in Iligan City during the academic year 2022-2023. A cluster-simple random
sampling approach was used to select 636 students and 636 parents who responded to the adapted Likert-type questionnaire
assessing parenting style, parental involvement, parents’ self-efficacy, and learning motivation. The results showed a
significant positive association between parenting style, parents’ self-efficacy, parental involvement, and learning motivation.
Using multiple regression analysis, parents’ self-efficacy was found to be the most influential predictor of learning motivation,
followed by parental involvement and parenting style. These predictors explained 85.7% of the total variance in learning
motivation. The findings suggest that parental involvement, parenting style, and parents’ self-efficacy are crucial factors in
promoting the learning motivation of elementary school learners. Educators should create programs and activities to encourage
parental participation in their children’s education while providing them with the necessary resources to support their
children’s learning. Positive parenting strategies that promote a supportive and nurturing learning environment are essential for
parents, which can be achieved by establishing routines, setting realistic expectations, offering emotional support, and
communicating with their children’s teachers.

Keywords: Philippines, Parental Involvement, Parenting Style, Parental Self-efficacy, Learning

Motivation

Introduction learning motivation. The research of Balagtas et al.

Motivation to learn is a crucial component in
educational success, and parenting has a critical role in
children's motivation. The influence of parenting on
children's motivation has been widely investigated in
various cultural contexts such as the United States,
Asia, and even the Philippines. Some studies in the
United States have found that parenting has no direct
relationship with learning motivation. Usher et al.
(2017) discovered, for example, that parenting
practices such as autonomy support, control, and
involvement were not directly related to students'
academic motivation. Similarly, Strobel et al. (2016)
discovered that while parenting practices like
involvement and communication were associated with
better academic outcomes, they were not directly
related to motivation. Several studies in Asian
countries, however, have found a positive relationship
between parenting and learning motivation. Kim et al.
(2020), for example, discovered that parental support,
including emotional support, academic guidance, and
practical assistance, was positively associated with
academic motivation among Korean students. Hu et al.
(2019) discovered that parental autonomy support was
positively associated with academic motivation in
China and that this effect was mediated by students'
sense of competence. Some studies in the Philippines
have also discovered a link between parenting and
(2020), parental involvement and self-efficacy are
positively related to academic achievement among
Filipino college students. Similarly, another study by
Hernandez, et al. (2021) found that parental
involvement, particularly through home-based learning
activities, had a positive effect on Filipino students’
academic motivation and achievement.
However, some studies in the Philippines have found
conflicting results. For example, Reyes et al. (2016)
discovered that parenting style was not directly related
to academic motivation among Filipino high school
students. Gonzales et al. (2018) found that while
parenting style was associated with academic
motivation, the effect was mediated by students'
academic self-efficacy. Despite the mixed results, the
importance of parenting in promoting learning
motivation cannot be overstated. The purpose of this
study is to investigate the combined influence of
parenting style, parental involvement, and parents'
self-efficacy on motivation to learn among Filipino
learners, building on existing literature on the power of
parenting. By examining this relationship, this research
can provide valuable insights for parents and educators
in the Philippines and beyond, informing the
development of effective strategies for promoting
children’s motivation and academic success.
As a result, while some studies in the United States

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Research Article
and the Philippines have found mixed results regarding
the relationship between parenting and learning
motivation, the power of parenting cannot be
underestimated. Asian studies, including those in
Korea and China, have found a link between parenting
and learning motivation. The purpose of this study is
to expand on previous research by investigating the
combined influence of parenting style, parental
involvement, and parents' self-efficacy on motivation
to learn among Filipino learners. The study's findings
have the potential to inform the development of
effective strategies for promoting motivation and
academic success among Filipino learners,
highlighting the importance of parenting in shaping
children's motivation.
Research Objectives
The purpose of this study is to investigate the
influence of parenting style, parental involvement, and
parents' self-efficacy on the learning motivation of
students in the Division of Iligan City during the
school year 2022-2023. The following are the research
objectives:
1.To determine the degree of correlation between
different parenting styles, parental self-efficacy,
parental involvement, and learners' learning
motivation.
2.To ascertain the combined effect of parenting style,
parental self-efficacy, and parental involvement on
learners' learning motivation, and which of these
predictors has a greater influence on learning
motivation.
Literature Review
Parenting Style
Behavioral control parenting style refers to how
parents exert control over their children's behavior and
regulate it through rewards and punishments. This
parenting style focuses on shaping children's behavior
by establishing rules and consequences and then
consistently enforcing them. According to research,
children with a behavioral control parenting style have
higher levels of academic achievement, better social
skills, and more prosocial behavior. For example,
Steinberg and Silk (2002) discovered that children
who reported high levels of parental behavioral control
had higher grades and were less likely to engage in
problematic behaviors. It is important to note,
however, that the effects of behavioral control
parenting style may vary depending on a number of
Junge Guillena
factors, including the child's temperament, the cultural
context, and the specific parenting practices used.
Overly controlling or strict parenting practices may
result in negative outcomes such as low self-esteem or
anxiety in some cases. Kim (2016) observed that in
some cultures, behavioral control parenting is highly
valued as a means of ensuring children's discipline and
obedience. In other cultures, however, this style may
be perceived as overly strict or rigid, and thus less
effective in promoting child development. The
coercive control parenting style refers to a pattern of
parenting that is characterized by the use of threats,
punishment, and other forms of control to manage and
regulate children's behavior. Wilson, Dix, and
Cameron (2015) define coercive control as "a pattern
of behavior characterized by the use of threats,
punishment, and other forms of control to manage and
regulate children's behavior." The authors also noted
that this type of parenting is associated with negative
outcomes for children, such as lower self-esteem and
more behavioral problems.
The nurturance parenting style refers to a pattern of
parenting characterized by high levels of emotional
warmth, responsiveness, and support for the child.
This type of parenting is associated with positive
outcomes for children in areas such as social-
emotional development and academic success. Fabes,
Martin, and Hanish (2015) defined nurturance as the
extent to which parents respond sensitively and
appropriately to their children’s needs and emotions.
They believed that high levels of parental nurturance
are associated with better emotional regulation in
children and better outcomes in areas such as mental
health and academic success. The overprotective
parenting style refers to a pattern of parenting
characterized by high levels of control and restriction,
intending to keep the child safe and protected.
However, this type of parenting can have negative
effects on the child’s development, such as decreased
independence, self-esteem, and resilience. Barber
(1996) defined overprotective parenting as a form of
psychological control in which parents “excessively
monitor, supervise, and restrict the child’s activities.
The author noted that overprotective parenting can
have negative effects on the child’s development,
including decreased autonomy and increased anxiety.
Structure parenting style refers to a pattern of
parenting characterized by clear rules, expectations,
and consequences. This type of parenting emphasizes
behavioral control and is associated with positive
outcomes for children, such as increased
responsibility, self-esteem, and academic success.
According to Baumrind (2015), the structured
parenting style is associated with positive outcomes
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Research Article
for children, such as increased responsibility and
academic success. The author suggested that a balance
between structure and support is necessary for positive
outcomes.
Parental Involvement
School-based parental involvement refers to the ways
in which parents engage with their children’s
education through the school system. This can include
activities such as volunteering, attending parent-
teacher conferences, and participating in school events.
School-based parental involvement has been shown to
have a positive impact on student academic
achievement, motivation, and well-being. Mapp and
Kuttner (2015) said that school-based parental
involvement can have a positive impact on student
academic achievement and well-being, and suggested
that it is important for schools to consider the cultural
context of families in order to promote effective
engagement. In addition, school-based parental
involvement can increase students’ motivation and
academic achievement and can also enhance the
quality of the school-parent relationship. Schools can
promote parent engagement through activities such as
parent-teacher conferences, volunteering, and
community events (Epstein, et al., 2018). Jeynes
(2017) also emphasized that school-based parental
involvement is associated with higher levels of student
academic achievement, particularly in urban schools.
On the hand, home-based parental involvement refers
to the ways in which parents support their children’s
education from within the home. This can include
activities such as helping with homework, reading to
children, and discussing educational goals and
aspirations. Home-based parental involvement has
been shown to have a positive impact on student
academic achievement, motivation, and well-being
(Epstein, et al., 2018). Mapp (2015) revealed that
home-based parental involvement such as reading to
children and discussing educational goals is associated
with positive outcomes for students, including higher
academic achievement and motivation. The author
suggested that schools and parents can work together
to promote home-based involvement in order to
support student success.
Parents’ Self-Efficacy
Parental self-efficacy refers to parents’ belief in their
ability to effectively support their children’s education
and development. This includes their confidence in
their ability to understand and participate in their
children’s schooling, to advocate for their children’s
needs, and to provide appropriate support at home.
Junge Guillena
High levels of parental self-efficacy have been
associated with increased engagement in children’s
education and better outcomes for children. Jeynes
(2017) showed that parental self-efficacy or the belief
in one’s ability to support their child’s education is
positively associated with higher levels of parental
involvement and student academic achievement. The
author suggested that efforts to promote parental
involvement should focus on increasing parents’ self-
efficacy. Moreover, Mapp (2015) noted that parental
self-efficacy is an important predictor of parental
engagement and involvement. The author stipulated
that schools can promote parental self-efficacy by
providing opportunities for parents to develop their
skills and knowledge, and by communicating positive
messages about the importance of their involvement.
Grolnick and Slowiaczek (1994) discussed that
parental self-efficacy is an important predictor of
parental involvement. They suggested that schools can
promote parental self-efficacy by providing
opportunities for parents to develop their skills and
knowledge, and by communicating positive messages
about the importance of their involvement. Then,
Miedel and Swanson (2015) revealed that parental
self-efficacy is positively associated with high levels
of parental involvement and student academic
achievement and suggested that the efforts to promote
parental involvement should focus on increasing
parents’ self-efficacy.
Learning Motivation
Learning motivation is a crucial factor that influences
student academic success and overall educational
outcomes. There are a variety of factors that contribute
to student learning motivation including self-efficacy,
intrinsic value, extrinsic value, test anxiety, strategy
use, and peer learning. Self-efficacy is an important
component of student motivation, as it refers to an
individual’s belief in their ability to perform a specific
task or achieve a specific goal. High levels of self-
efficacy have been linked to increased motivation and
better academic outcomes. Research has shown that
self-efficacy is a strong predictor of academic
motivation and achievement, particularly in areas such
as academic persistence, goal setting, and academic
engagement. For instance, students with high self-
efficacy are more likely to persist in the face of
challenges and set higher goals for themselves while
students with low self-efficacy are more likely to give
up easily and set lower goals (Schunk & Pajares,
2002).
Intrinsic value motivation is the drive to engage in an
activity for its inherent enjoyment or personal
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significance (Ryan & Deci, 2000). A growing body of
research has suggested that intrinsic value motivation
is an important factor in promoting student
engagement, academic achievement, and well-being
outcomes (e.g., Wigfield & Guthrie 2000; Reeve,
2009). For instance, a study by Guay, Ratelle, and
Chanal (2008) found that students who perceived their
academic work as personally valuable were more
likely to be motivated, achieve better grades, and
experience greater well-being compared to those who
did not.
Extrinsic value motivation is a type of motivation in
which individuals engage in a behavior or activity for
the sake of obtaining external rewards or avoiding
punishment. In the context of education, extrinsic
value motivation refers to the motivation of students to
achieve good grades, earn scholarships, or please their
parents or teachers. The study of Ryan and Deci
(2000) found that extrinsic motivation was negatively
associated with academic performance. Another study
by Hidi and Renninger (2006) found that extrinsic
motivation can have a negative impact on student
engagement and learning. The authors suggested that
students who are primarily motivated by external
rewards may be less likely to engage in the deep
processing of information or to develop a true interest
in the subject matter. In contrast, Eccles and Wigfield
(2002) found that extrinsic motivation (e.g., desire for
good grades) was positively associated with
achievement in math and science. Thus, the literature
suggested that extrinsic value motivation can have
both positive and negative effects on student
achievement and engagement, depending on the
context and the type of motivation involved.
Methodology
Design, Sampling, and Data
In this study, the researchers collected data from a
sample of elementary school learners at a single point
in time to examine the influence of parenting style,
parental involvement, parents’ self-efficacy, and
learning motivation. The study did not follow
participants over time but instead collected data from
different individuals at the same time. This study used
a descriptive-correlation research design that seeks to
describe the relationship between parenting style,
parental involvement, parents’ self-efficacy, and the
learning motivation of learners.
The population of the study consisted of elementary
learners (Grades 4 to 6) from four schools in four
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different districts of the Division of Iligan City for the
school year 2022-2023. The target population consists
of 4,486 intermediate learners and 4486 parents from
the four schools under investigation. According to the
Raosoft (2004) sample size calculator, the desired
sample size is 1091 for intermediate learners and 1091
for parents. Table 1 contains detailed information on
the population and sample distributions. The current
study's respondents were chosen at random from a
pool of 1091 intermediate learners and 1091 parents
using cluster-simple random sampling. The first stage
entails selecting a sample of clusters (schools) from
the population, and the second stage entails selecting a
simple random sample of learners within each cluster
(school) (Thompson, 2012). Cluster sampling was
used to determine the school sample, and once the
school was chosen, simple random sampling was used
to select students at random from that school. In terms
of actual responses, only 738 students returned their
questionnaires, and 636 parents completed the survey.
Because the pairing of observations is critical for
analyzing the correlation and regression analysis, the
102 learners whose parents did not respond to the
survey were excluded from the analysis.
Table 1.Population and Study Sample
Figure 1. .
Respondents of the Study
The survey's participants are intermediate learners and
their parents. With the final data screening, 636
learners and 636 parents were considered, primarily
for data pairing and inferential analysis. There are 302
(47.5%) males and 334 (52.5%) females in this study,
with ages ranging from 9 to 15 years. There are 279
(43.9%) Grade 4 students, 162 (25.5%) Grade 5
students, and 195 (30.7%) Grade 6 students. 426
(67%) of the 636 parents who responded to the survey
were female, while 210 (33%) were male. The ages of
the parents range from 19 to 67. In terms of
educational attainment, 244 (38.4%) of parents were
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high school graduates, 148 (23.3%) were college
graduates, 114 (17.9%) were college level, 69 (10.8%)
were postgraduate holders, 61 (9.6%) were elementary
graduates. In terms of occupation, 251 (39.5%) were
housewives, 219 (34.4%) worked, and 82 (12.9%)
were self-employed.
Research Instrument
The research instrument consisted of demographic
profiles of parents such as sex, age, educational level,
marital status, number of children, and occupation. For
the learners, demographic profiles such as sex, age,
and grade level were included. To measure the
parenting style, the item-reduced version of the
Comprehensive General Parenting Questionnaire
(CGPQ) assesses five constructs of general parenting
adapted from Ray, et al. (2022) used in this study. The
internal consistency of the five constructs of general
parenting ranges from 0.58 to 0.67. Confirmatory
factor analysis showed that the six-factor model
(consisting of six subscales) is a good fit (RMSE=.08,
GFI=.93, and AFI=.92). In this study, the parenting
style is measured by the composite sum of the five
constructs and all items in the scale used a Likert-type
6-point response format from 1 (disagree very
strongly) to 6 (agree very strongly).
To assess parents' self-efficacy, the Parents' Self-
Efficacy for Helping the Child Succeed in School
Scale (PSHCSSS) developed and validated by Hoover-
Dempsey and Sandler (2005) as cited by Luera (2021)
was used. All items in the scale used a Likert-type 6-
point response format, ranging from 1 (strongly
disagree) to 6 (extremely agree) (strongly agree). The
author reported a Cronbach alpha = 0.78 for reliability.
The Family Involvement Questionnaire (FIQ) was
adapted from Fantuzzo et al. (2000), as cited in
Ghahdarijani and Rahimi (2021) to assess this
variable. The FIQ questionnaire addresses the different
types of involvement, including home-based
involvement, school-based involvement, and home-
school conferencing (HBC). Nevertheless, in this
study, we only looked at the HBI and SBI constructs
of FIQ. Fantuzzo et al. (2000) discovered high alpha
coefficients greater than 0.80 once evaluating the
internal reliability of the measure.
To measure the learning motivation of the learners, the
Motivated Strategies for Learning questionnaire of
Lee, Yin, and Zhang (2010) was used. This instrument
has 6 factors and 50 items, as follows: self-efficacy (7
items); intrinsic value (9 items); extrinsic value (4
items); test anxiety (4 items); strategy use (19 items);
and peer learning (7 items). All items were scored on a
Junge Guillena
5-point Likert scale from 1 (not at all true of me) to 5
(very true to me). Confirmatory factor analysis showed
that the six-factor model (consisting of six subscales)
is a good fit (RMSE=.05, CFI=.97, and NFI=.97). The
internal consistencies estimates by the subscales of this
instrument based on Cronbach’s alpha (a) are as
follows: self-efficacy (a=.80), intrinsic value (a=.84),
extrinsic value (a=.74), test anxiety (a=.73), strategy
use (a=.90), and peer learning (a=.84). In the current
study, learning motivation variable is measured by the
composite sum of these six subscales.
Data Analysis
Data preparation and statistical assumptions must be
considered prior to data analysis to ensure that the raw
data collected is suitable for analysis. Skewness was
used to determine the data sets' normality. The mean
and standard deviation are used to describe the
learners' level of parental involvement, parenting style,
parental self-efficacy, and learning motivation. For
example, Kline (2015) suggests that skewness of -2 to
+2 is suitable for most applications. The relationship
(interrelationship) between parental involvement,
parental style, parental self-efficacy, and learning
motivation was assessed using correlation analysis. To
assess the level of multicollinearity among
independent variables, the Variance Inflation Factor
(VIF) and Tolerance are used. A VIF of 5 or less is
generally regarded as acceptable and does not indicate
significant multicollinearity (Stevens, 2002). Multiple
linear regression analysis was used to determine the
impact of parental involvement, parenting style, and
parental self-efficacy on the learners' learning
motivation. Statistical results with p-values of less
than 0.05 were considered significant.
Result
This section presents the statistical results of the
descriptive statistics of the study variables, the
correlation matrix of the relationship between
variables, and testing the influence of parenting styles,
parents’ self-efficacy, and parental involvement on the
learning motivation of the intermediate learners using
multiple regression analysis. The said statistical results
were presented in Table 2 to Table 5.
Table 2 displays the descriptive summary measures for
the study variables. The outcome includes descriptive
statistics such as mean, standard deviation (SD),
skewness, and Cronbach alpha for reliability.
Table 2.Descriptive Summary Measures of the Study
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Variables (n=636) As shown in the result (Table 3), Correlation analysis

revealed that there was a significant relationship
between parenting style and learning motivation
(r=.819, p<.001). There was a significant relationship
between parents’ self-efficacy (r=.901, p<.001),
parental involvement (r=.788, p<.001), and the
learning motivation of the learners. There was also a
relationship between parenting style (r=.720, p<.001),
parents’ self-efficacy (r=.723, p<.001), and parental
involvement. Then, there was also a relationship
between parenting style and parents’ self-efficacy
(r=.821, p<.001). Thus, the null hypotheses (Ho1, Ho2,
and Ho3) were all rejected at the .001 level.

Table 4. VIF and Tolerance values for study variables

Figure 2. .

The Cronbach alpha values of the study variables were

considered reliable with values greater than 0.7, as Figure 4. .
shown in the results. Parents with above-average
parenting styles (M=4.68, SD=.65) have children who
The VIF and tolerance for the study variables are
are more successful in a variety of domains such as
shown in Table 4. The result stated that the VIF of the
behavior, nurturance, overprotection, and structure.
study variables were all less than 5 and the
Furthermore, parents demonstrated above-average
corresponding tolerance value was greater than 0.2,
levels of self-efficacy (M=3.77, SD=.79) and parental indicating that there was no presence of
involvement (M=4.69, SD=.77) in both school-based multicollinearity in the study variables.
and home-based involvement. The students
demonstrated a higher level of learning motivation Table 5.Multiple Regression Analysis with
(M=3.57, SD=.53), particularly in extrinsic value Simultaneous Entry
(M=4.03, SD=.80), intrinsic value (M=3.98, SD=.69),
a strategy used (M=3.70, SD=.70), and a low level of
test anxiety (M=3.06, SD=.96). The different sub-
dimensions of the study variables are within the
acceptable range of +/-2 for testing normality,
indicating that they are normally or approximately
normally distributed (Kline, 2015).
Figure 5. .
Table 3.Correlation Analysis of the Relationship
between Parenting Style, Parents’ Self-Efficacy,
Parental Involvement, and Learning Motivation Table 5 presents the multiple regression analysis with
the simultaneous entry of identifying the relationship
between the parenting style, parental involvement,
parents’ self-efficacy, and learning motivation, and
examining which predictors have the most influence
on the learning motivation of the learners. Regression
analysis showed that parents’ self-efficacy (b=.311,
p<.001) has the most influential predictor of learning
motivation, followed by parental involvement
(b=.172, p<.001), and the least influential predictor
Figure 3. . was parenting style (b=.119, p<.001). The ANOVA

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result for regression showed that there was a
significant linear association between parenting style,
parental involvement, and parents’ self-efficacy with
the learning motivation of the learners (F(2,632)=1268,
2
p<.001). The adjusted r of .857 indicated that the
predictors contributed as high as 85.7% variance to
learning motivation. Thus, the null hypotheses (Ho4,
H o5 , and H o6 ) were all rejected at the .001 level of
significance.
Discussion
This study aimed to assess the relationship between
parenting style, parental involvement, parents’ self-
efficacy, and the learners' learning motivation. The
direction of the relationship among these study
variables was also determined. The study assessed the
objectives of the study in the context of parenting
style, parental involvement, and parents’ self-efficacy
regarding the learners' learning motivation through a
questionnaire adapted. This study was conducted with
intermediate elementary learners in the Division of
Iligan City, Lanao del Norte, Philippines. The process
of evaluating the phrases' content and reliability
measure was performed to ensure the suitability of the
study in the Filipino learners' context. Some
assumptions of multiple regression analysis were also
investigated like normality and multicollinearity. The
findings of the study revealed that there was a
significant correlation between each study variable –
parental style, parental involvement, parents’ self-
efficacy, and the learning motivation of intermediate
elementary learners. Accordingly, a positive
relationship exists between parental style and learning
motivation, a positive relationship between parental
involvement and learning motivation was found, and
also a positive relationship between parents’ self-
efficacy and learning motivation. These results are
very vital for the field of educators or teachers at the
elementary school level in the Iligan City District. This
study stipulates that parenting style, parental
involvement, and parents’ self-efficacy are key factors
in the learning motivation of the learners. Improved
parenting style, parental involvement, and parents’
self-efficacy can enhance learners’ motivation. These
findings were consistent with the result of Wu, Wu,
and Zou (2021) and Li, Wang, and Zhou (2021). These
studies reported that the children of parents who are
both warm and responsive while maintaining a high
level of control, tend to have higher levels of learning
motivation and academic achievement.
The positive relationship between parenting style and
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learning motivation provided significant implications
and emphasis on the importance of parenting style in
influencing the motivation learning of the learners in
their academic outcomes. Studies have shown that
behavioral parenting styles can have both positive and
negative effects on learning motivation. On the one
hand, it can help learners learn self-discipline and
develop a strong work ethic. However, it can also lead
to anxiety, stress, and a lack of intrinsic motivation in
children. A recent study by Wang and Wang (2021)
found that while behavioral parenting style was
positively associated with students’ academic
achievement, it was negatively associated with
intrinsic motivation. These results revealed that
behavioral parenting style may be effective in
promoting academic success, but it may come at the
cost of students’ motivation. A recent study by Wang
et al. (2021) discovered that the nurturance parenting
style was positively associated with students’
academic motivation including intrinsic motivation,
extrinsic motivation, and task value. Guo et al. (2021)
also revealed that a structured parenting style was
positively associated with students’ academic
motivation which suggested that a structured parenting
style can enhance students’ learning motivation and
promote academic success. Literature supports a
positive relationship between parenting style and
learning motivation with each parenting style having a
unique impact. These findings have implications for
parents and educators in promoting effective parenting
styles that enhance children’s learning motivation and
academic success.
There is a significant positive relationship between
parental involvement and learning motivation
indicating that the parents' involvement both home-
based and school-based plays a critical role in the
student’s learning motivation. These findings were
supported by Tang and Xu (2021) that both home-
based and school-based parental involvement was
positively associated with student motivation, with
school-based involvement having a stronger effect.
Parents who tend to participate more in any school
activities like planning classroom activities with the
teacher, fundraising activities, and parents training and
development, the more their children are motivated to
learn in school. Numerous studies (Fan & Chen, 2001;
Wang & Sheikh-Khalil, 2014; Jeynes, 2012; Stevenson
& Baker, 1987) have shown that parental involvement
is positively related to learners' learning motivation.
Pomerantz, Moorman, and Litwack (2007) showed
that different types of parental involvement, such as
monitoring homework, volunteering at school, and
discussing school events, had varying effects on
students’ motivation to learn. Students were most
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Research Article
motivated when their parents discussed school events
with them, rather than simply monitoring their
homework or volunteering at school. Parental
involvement can promote a growth mindset in
students, which is the belief that intelligence and
abilities can be developed through hard work and
dedication. Students who have a growth mindset are
more motivated to learn and persist through challenges
(Dweck, et al., 2014). The parents who provided
process praise (i.e. praising effort and strategies rather
than intelligence or ability) had a positive impact on
their child’s growth mindset and motivation to learn.
When parents are involved in their child’s education,
they help to create a positive learning environment and
show their child that education is important. This can
lead to an increase in their child’s motivation to learn
and succeed in school.
Moreover, there was also a positive association
between the parents’ self-efficacy and the learning
motivation of learners which implied that the more
parents who develop their skills and communicate
positive messages to their children, the more they are
motivated to learn in school (Mapp, 2015). Parents’
beliefs about their ability to support their children’s
learning can significantly impact children’s motivation
to learn. Consistent with the current study, Multon, et
al. (2001) found that parents’ self-efficacy beliefs were
positively associated with children’s academic
motivation and achievement. When the parents felt
confident in their ability to help their children with
homework and support their learning tasks, their
children were more likely to be motivated to learn and
perform well in school. In addition, the parents’ self-
efficacy beliefs with their use of autonomy-supportive
strategies, such as providing opportunities for their
children to make choices and encouraging their
children to take initiative in their learning (Rosario, et
al., 2017). These strategies were in turn associated
with higher levels of children’s motivation to learn.
The schools could also conduct parent training
programs that centered on improving parents’ self-
efficacy for supporting their children’s learning led to
improvements in children’s academic motivation and
achievement (Solheim & McElwain, 2018). This
program, helped the parents to feel more confident in
their ability to support their children’s learning and use
effective strategies, such as setting goals and providing
positive feedback.
The second objective of this study was to determine
the combined effect of parenting style, parents’ self-
efficacy, and parental involvement on the learning
motivation of the learners and which of these
predictors has a more significant influence on learning
Junge Guillena
motivation. Parents’ self-efficacy was shown to be the
largest predictor of assessing the learning motivation
of the learners. The parents who believed they
provided strong support to their children’s school tasks
and learning activities like homework or follow-up
studies at home, the children tend to manifest high
motivation in their learning. In addition, the parents’
beliefs about their competence in supporting their
children’s learning can significantly impact their
children’s motivation and success (Pekrun, Elliot &
Maier, 2009). In contrast, Parada and Buunk (2017)
that parents’ self-efficacy was found to have a small,
non-significant effect on their children’s academic
motivation. But Jang, Reeve, and Deci (2010)
reiterated that parents’ self-efficacy in supporting their
children’s learning was positively associated with their
children’s intrinsic motivation and academic self-
concept. Thus, parents who believe in their ability to
support their children’s learning are more likely to
engage in autonomy-supportive behaviors and foster
their children’s motivation and success. Parents,
therefore, play a critical role in shaping their children’s
beliefs and attitudes about learning, and their own self-
efficacy beliefs are an important component of this
process.
Moreover, the result revealed that parental
involvement has the second-largest predictor of
determining the learning motivation of the learners. In
other words, parental involvement has a significant
positive influence on the learning motivation of
learners. Research studies have shown that parental
involvement is positively related to school attendance
and motivation and can have a significant influence on
the development of children’s self-efficacy beliefs and
academic self-concept (Desforges & Abouchaar, 2003;
Fan and Chen, 2001). One way in which parental
involvement can positively influence learning
motivation is by fostering a positive learning
environment both at home and at school. For instance,
parents can create a home environment that is
supportive of learning by providing quiet study space,
setting expectations for academic achievement, and
encouraging children to pursue their interests and
passions (Epstein, 1995). Similarly, when parents are
involved in their children’s schooling, they can
communicate with teachers and administrators to
ensure that their children are receiving the support they
need to succeed (Desforges & Abouchaar, 2003).
Another important implication of parental involvement
is that it can help to bridge the gap between home and
school environments. Parents who are involved in their
children’s schooling can communicate with teachers
about the curriculum, assignments, and classroom
expectations, which can help children to understand
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Research Article
what is expected of them and why their education is
important. This can help to increase children’s
motivation to learn and can help them to see the
relevance and importance of what they are learning
(Fan & Chen, 2001).
It was also noted in the finding that parenting style has
a significant positive influence on the learning
motivation of learners. Some research showed that
parenting styles are associated with higher levels of
motivation and achievement. A study by Gherasim, et
al. (2020) found that authoritative parenting, which
involves warmth, structure, and behavioral control was
positively associated with academic motivation among
Romanian primary school students. In relation to that,
Li, et al. (2019) revealed that parenting style on self-
regulated learning and academic achievement in
Chinese elementary school students was positively
associated. These findings suggest that parenting style
that promotes warmth, structure, and behavior control
are more likely to foster children’s motivation and
success in learning. Educators and parents can work
together to promote positive parenting practices that
support children’s motivation to learn. This can
include providing resources and support for parents to
help them develop effective parenting strategies,
fostering positive relationships between parents,
teachers, and students, and encouraging parental
involvement in their children’s education. By working
together, parents and educators can help to create a
supportive and engaging learning environment that
promotes academic success and well-being for all
students.
Conclusion
This study found that parenting style, parental
involvement, and parents' self-efficacy are all
positively associated with learners' learning
motivation. The findings show that parenting style,
parental involvement, and parents' self-efficacy are
important factors in elementary children's learning
motivation. Parents can help their children develop a
positive attitude toward learning and academic
achievement by providing a supportive and nurturing
home environment. When parents are actively
involved in their children's education, they can help to
reinforce the value of education and provide the
resources their children need to succeed. Furthermore,
parents who believe in their ability to support their
children's learning are more likely to participate
actively in their children's education. We can work
towards creating a more supportive and effective
learning environment for all Filipino learners by
Junge Guillena
recognizing the important role that parents play in
promoting learning motivation. Parental involvement,
parenting style, and parental self-efficacy all have a
positive impact on Filipino learners' learning
motivation. This highlights the importance of parents
in promoting academic success for educators and
policymakers. We can help to ensure that all learners
have the support they need to succeed academically
and reach their full potential by promoting and
supporting parental involvement and providing
resources to help parents develop effective parenting
strategies.
Educators can design programs and activities that
encourage parents to be involved in their children's
education while also providing them with the
resources they need to effectively support their
children's learning. It is critical for parents to develop
positive parenting strategies that promote a supportive
and nurturing learning environment. They can
accomplish this by creating routines, setting realistic
expectations, offering emotional support, and
communicating with their children's teachers. It is
critical for learners to recognize the value of education
and cultivate a positive attitude toward learning. They
can accomplish this by setting personal goals, seeking
academic assistance, and accepting responsibility for
their own learning. Future researchers could
investigate the impact of technology on parental
practices and its potential to support and promote
learning motivation among Filipino learners.
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Affiliations and Corresponding Informations
Corresponding: Junge Guillena
Email: Jun28guillena@gmail.com
Phone:
Junge Guillena:
Adventist Medical Center College - Philippines
Hazel Bliss Mediodia:
MSU-IIT National Cooperative Academy -
Philippines
Camilo Baldonado:
Department of Education - Philippines
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