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© 2021. Deegoda Gamage Indu Ramira Sumanasekera, Junainah Abd Hamid, Ali Khatibi & S. M. Ferdous Azam. This is a
research/review paper, distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License
http://creativecommons.org/licenses/by-nc/3.0/), permitting all non-commercial use, distribution, and reproduction in any
medium, provided the original work is properly cited.
Global Journal of Management and Business Research: A
Administration and Management
Volume 21 Issue 1 Version 1.0 Year 2021
Type: Double Blind Peer Reviewed International Research Journal
Publisher: Global Journals
Online ISSN: 2249-4588 & Print ISSN: 0975-5853
Involvement and Style of Parents on Student Motivation
towards Student Performance with the Moderating Effect of
Academic Causal Factors: Development of a Conceptual Model
By
Deegoda Gamage Indu Ramira Sumanasekera, Junainah Abd Hamid,
Ali Khatibi & S. M. Ferdous Azam
Management & Science University
Abstract- Parents play a vital role as social ac tors in the development of children's academic
achievement by motivating them. Their active participation in children's learning process is quite
important for them to influence their children for a better learning outcome. Parental involvement
in literature has been defined in a variety of ways. It is generally the involvement of parents in the
children's education process with the aim of improving their academic as well as social
wellbeing. These include various activities such as supporting and monitoring homework at
home, attending school activities and attending parent and teacher interaction sessions,
communicating with teachers, volunteering activities at school, and working with the community.
For an every child, the school is often called as the second home, which helps molding a child to
become a global citizen.
Keywords: parental involvement, parenting style, student motivation, academic causal factors,
student performance.
GJMBR-A Classification: JEL Code: M00
InvolvementandStyleofParentsonStudentMotivationtowardsStudentPerformanczwiththeModeratingEffectofAcademicCausalFactorsDevelopmentofaConceptualModel
Strictly as per the compliance and regulations of:
Involvement and Style of Parents on Student
Motivation towards Student Performance with
the Moderating Effect of Academic Causal
Factors: Development of a Conceptual Model
Deegoda Gamage Indu Ramira Sumanasekera α, Junainah Abd Hamid σ, Ali Khatibi ρ
& S. M. Ferdous Azam
Ѡ
Abstract-
Parents play a vital role as social actors in the
development of children's academic achievement by
motivating them. Their active participation in children's learning
process is quite important for them to influence their children
for a better learning outcome. Parental involvement in literature
has been defined in a variety of ways. It is generally the
involvement of parents in the children's education process with
the aim of improving their academic as well as social well-
being. These include various activities such as supporting and
monitoring homework at home, attending school activities and
attending parent and teacher interaction sessions,
communicating with teachers, volunteering activities at school,
and working with the community. For an every child, the
school is often called as the second home, which helps
molding a child to become a global citizen. The children are
taught moral values and standards through interactions at
school, also aiming at developing the knowledge and skills
required for the labor market in future.
Findings of research done on influence of parental
involvement towards the
academic performance of the
children shows that there is a significant relationship between
the parental involvement and the
performance of the children.
Active involvement of parents appears to have a greater
impact on students’ performance, reviles that the variables
parental involvement and learning motivation has direct
relationship. A child’s parental involvement begins at nursery
schooling
level and then continues through the primary, the
secondary and at the high school.
Further, some studies
revealed
that
there’s a
significant
mediation effect of student
motivation in the relationship between the parental involvement
and student performance. Several studies have shown
that
parenting styles indirectly and positively related to academic
outcome through the motivation
significantly. Some
researchers
have depicted a significant
mediating effect of
student motivation in the relationship between parenting styles
and academic performance among students. The analysis
showed that parenting styles indirectly and positively related to
academic outcome through the motivation.
Positive significant relationship appeared between
the teacher’s teaching experience and performance implied
that teachers who have developed greater cognitive abilities
tend to generate better learner performance. Studies have
shown that through the teaching practice, positive teacher–
student relationships can lead to a warm classroom
environment that facilitates successful adaptation to school
and thereby moderates student motivation to learn
significantly. Therefore, it is crucial to understand the effects of
the quality of teacher–student interaction on students’
motivation to learn.
According to the literature, there is a significant
impact of parental involvement and parenting styles on
student performance. Student motivation significantly
mediates these relationships and academic causal factors
significantly moderate the relationships. On this contextual, a
Conceptual Model was introduced. This conceptual model
could be used by future researchers to examine the impact of
involvement and styles of parents on student motivation
towards student performance with the moderating effect of
academic causal factors in deferent perspectives.
Keywords: parental involvement, parenting style, student
motivation, academic causal factors, student
performance.
I. Introduction
arental involvement has been defined in a number
of ways in the literature. Largely, parental
involvement is the participation of parents in
children’s educational process with the purpose of
improving their academic and social well-being, which
includes a diverse set of activities, such as assisting and
monitoring learning at home, attending school activities
and parent–teacher interactions, volunteering at school,
communicating with teachers and collaborating with
community (Zong, Zhang & Yao, 2017, Liu, Sulaimani &
Henning, 2020). Previous research suggests that there
is a growing concern about the degree of which parents
are involved in their child’s education (Bempechat,
1992; Fan & Chen, 2001; Hill et al, 2004; Hill & Taylor
2004; Jeynes 2003, Lee & Bowen, 2006; McIntyre et al,
2007; Muir, 2012; Sui-Chu & Willms 1993; Wilder, 2014).
For an every child, the school is often called as
the second home, which helps molding a child to
become a global citizen. The children are taught moral
values and standards through interactions at school,
also aiming at developing the knowledge and skills
required for the labor market in future (World Bank,
2015). Findings of research done on influence of
parental involvement in the academic performance of
P
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ασ ρ Ѡ: Management & Science University (MSU).
e-mail: indusumanasekera@gmail.com
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Author
the children shows that there is a significant relationship
between the parental involvement and the student
performance of the children (Yaseen, Zaman, &
Rasheed, 2017). Active involvement of parents appears
to have a greater impact on students’ performance. A
child’s parental involvement begins at nursery and then
continues through primary, secondary and to the high
school. Although it is important at every grade and
throughout, yet it is known to be critical at the secondary
schooling stage. There’s a tendency of parents getting
less involved in their children’s education when their
children becoming young adolescents (Oates, 2017;
Wijsman, Warrens & Saab, 2015).
Parenting styles are the manner in which
parents rear their children. Parents want their children to
grow into socially mature individuals. To discover the
best way to accomplish this they adopt varying
parenting styles. Baumrind (1965, 1971, 1978, 1996)
has identified three parenting styles as authoritative,
authoritarian, permissive. Motivation is defined as the
process that initiates, guides, and maintains goal-
oriented behaviors (Cherry, 2016). There are five
different constructs reflecting motivation (Deci & Ryan,
2000; Weiner, 1990) namely intrinsic, extrinsic,
amotivation, self-efficacy and achievement. Intrinsic
motivation is defined as motivation in which the source
is the “inherent satisfaction” an individual derives from
the behaviour (Deci & Ryan, 2008). Extrinsic motivation
relates to a wide variety of behaviours from external
sources and these behaviours are engaged in as a
means to an end and not for their own sake (Deci,
1975). Academic performance refers to a student's
success in achieving educational goals and reflects how
well students achieve the standards set by an academic
institution or by the local educational authorities
(Steinmayr, Meißner, Weidinger, and Wirthwein, 2014).
Academic casual factors includes learning environment
and teaching practices fields where which includes
teacher’s classroom management skills, teaching
methods applied, managing student behaviour,
communicating with students, engaging students in
learning, school environment has an influence on
students’ performance (Yilmaz, Sahin, Turgut (2017).
Active involvement of parents appears to have a
greater impact on students’ performance. A child’s
parental involvement begins at nursery level and then
continues through the primary, the secondary and at the
high school. Although it is important at every grade and
throughout, yet it is known to be critical at the secondary
schooling stage. There’s a tendency of parents getting
less involved in their children’s education when their
children becoming young adolescents. Many countries
have examined the impact of parental involvement,
parenting styles on student motivation towards student
performance. As per the literature, lack of research
attention has been given to the theoretical blend of
parental involvement, parenting style on student
motivation towards students’ academic performance in
developing countries. Therefore, further research needs
to be carried out.
II. Problem Statement
Little research attention has been given to the
theoretical blend of parental involvement, parenting
style, student motivation and students’ academic
performance in a single research work (Amponsah et al.,
2018). Parents are usually very much involved in their
children’s early education but it tends to decrease when
children proceeds to secondary education (Oates, 2017;
Wijsman, Warrens & Saab, 2015). Although declining
trends in parental involvement towards the students’
performance as children proceed to high school is
questionable because of the inconsistent findings of
studies related to this relationship (Wijsman et al., 2018).
According to Nauzeer and Jaunky (2016) more research
is needed to understand about the student motivation
for the purpose of enhancing the parental involvement
towards student performance. Further, at present,
there’s also dearth of empirical studies carried out in Sri
Lanka focusing on the student performance in science
and mathematics.
Fewer studies have been considered academic
causal factors as a moderator to facilitate relationships
between student motivation and students’ academic
performance (Yilmaz, Sahin, Turgut, 2017) and
recommend integrating these factors into future
research. Furthermore, there is a gap in knowledge
relating to the parental involvement and student
performance (Juma, Muramdu, Colins, 2019). Thus,
there is a need for research to explore further. As
highlighted by the literature, whether the educational
success of children relates to parental involvement,
parenting styles, student motivation and academic
causal factors? If so, to what extent these variables
affect the academic performance of the children? It is
important to analyse how such parental involvement on
the performance of education of children could be
enhanced.
III. Literature Review
a) Parental Involvement
Parent involvement is the volunteer service of
parents at school or at home for the purpose of
improving a child’s education. Parent participation is a
critical component of academic success and social
development (Mautone et al., 2015; Yingqi, 2015).
Parents that are active in their child’s schools has shown
positive effects including increased academic
achievement, positive social behavior, augmented
resources and social networking opportunities (Garbacz
et al., 2015).
Parental involvement refers to a situation
where parents are directly involved in the education
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of their children, they involve themselves and are
involved by the school and teachers in the learning
process of their children, and they fulfill their duties
as parents in making sure that the learner is assisted in
the process of learning as much as they possibly can. It
does not just refer to parents enquiring about the
performance of a learner in schools, but also in
them taking a role in communicating with their
children with the aim of having a healthy relationship
with them, so that the process of encouraging,
mentoring, leading and inspiring may be genuine
(Clinton & Hattie, 2013). The transition to secondary
school is a period with several developmental tasks,
involving academic challenges, decision making
processes, regulation of peer socialization and
important vocational decisions (Brkovic, Kerestes, &
Levpuscek, 2014; Diogo, 2007; Ginevra, Nota, & Ferrari,
2015), and for an adaptive transition, parents can act as
and as protectors facilitators (Gordon & Cui, 2012). In
fact, parental behaviours (e.g. warmth, acceptance,
support, involvement) as well as parent-child
relationships(e.g. openness, closeness, warmth) have
been touted as powerful tools to promote a positive
socio-emotional, behavioural, and academic
development (Garthe, Sullivan, & Kliewer, 2015; Ginevra
et al., 2015).
Joyce Epstein as a researcher has drawn six
types of parental approach, coined as a model, and
they are parenting, communication, volunteering,
learning at home, decision-making, and collaborating
with community (Epstein, 1987, 1995, 2001, and 2011).
Further, through the model Epstein emphasizes the
importance of parental involvement to be effectively
developed in a child and it also make out the diversity of
actions needed to be taken by parents in supporting the
process of their child’s development (Peiffer, 2015).
Parents’ involvement in school life was frequently related
to academic success, especially in the first levels of
schooling, and parents recognized that “the greater the
presence and involvement of parents in school the
greater the percentage of success”. However, parents
also assumed that there was a great decrease of
involvement in secondary school and explored some of
the reasons for this; parental involvement was quite
different. Parenting also helps that the school could
provide to the families, aiming to increase parents’
understanding about their children’s development and
academic achievement (Costa & Faria, 2017).
b) Parenting Style
A parenting style is a psychological construct
representing standard strategies that parents use in their
child rearing. There are many differing theories and
opinions on the best ways to rear children, as well as
differing levels of time and effort that parents are willing
to invest. One of the best known theories of parenting
style was developed by Diana Baumrind. She proposed
that parents fall into one of three categories:
authoritarian (telling their children exactly what to do),
permissive (allowing their children to do whatever they
wish), or authoritative (providing rules and guidance
without being overbearing). The theory was later
extended to include negligent parents (disregarding the
children, and focusing on other interests).
Some empirical studies show that the
authoritative parenting style was associated with
adolescents academic achievement (Checa and
Gutierrez, 2018). In some, the association between
parenting and academic achievement differed from
maternal and paternal reports: mothers’ parenting styles
were not associated significantly with adolescents’
academic achievement. It is clear that the parenting
style adopted within the family has an impact on
children and adolescents academic achievement. The
attitudes that parents have towards their kids have an
effect on the involvement they show in the school, as
well as in the development of skills and abilities needed
to cope with school demands. Parenting styles are also
a reflection of the society parents belong to, which
transmits values, expectations, behavior patterns, belief
system and guidelines about optimal and deficient
parenting (Checa and Gutierrez, 2018). Baumrind (1991)
retained that authoritative parenting style is more
balanced parenting style and creates a supportive home
environment for children’s academic and psychological
development compared to authoritarian and permissive
parenting styles (Rabgay, 2015).
c) Parental Involvement and Student Performance
Most parents assumed that their children could
not be educated merely on the school environment and
that home environment would have a lasting impact on
school education (Daniel et al, 2016, Muir, T. 2012).
Therefore, many parents recognize the importance of
school and home collaboration in educating their
children (MacDonald and McFarland-Piazza, 2014,
Carmichael et al, 2014). Findings of research done on
the influence of parental involvement in the academic
performance of the children shows that there is a
significant relationship between the parental involvement
and the student performance of the children (Yaseen,
Zaman and Rasheed, 2017, Ambachew, Amare and
Geleta, 2018, Simweleba & Serpell, 2020).
However, parents’ active involvement is more
influential with students’ performance than the other
socioeconomic factors. While parental involvement is
important at every grade level, it is critical at the
secondary school stage because parents of young
adolescents have a tendency to become less actively
involved in their children’s reach upper secondary stage
in their education (Oates, 2017). Moreover, the existing
researches have revealed the importance of parental
involvement towards student performance. Mutodi and
Ngirande (2014) argues Three parental involvement
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constructs, that is, parenting, parent–teacher
communication and home and family support were
found to be positively related to performance. Studies
conclude that the home and family support is the most
significant factor that determines a learner’s
performance.
The parents who involve themselves in the
children’s education at home, their children as a result,
show good performance at school. Akbar, Chisthi &
Younes, (2017) stated that the Parental involvement is
found statistically significantly contributing towards the
outcome of Student Performance. The study helps us to
accept that there is a relationship between parental
involvement and their children’s academic achievement.
Furthermore, studies carried out by Hussain, Javaid,
Parveen & Iqbal (2018) and Ambachew, Amare, &
Geleta (2018) revealed that there is a strong positive
and significant relationship between parental
involvement and academic performance of students.
Similarly, studies carried out Akbar (2015);, Topor et al.,
(2010) reviles that Parental involvement (PI) is found to
be statistically significantly contributing towards the
outcome of Students’ scores. Research studies carried
out by Jaiswal and Choudhuri (2017) suggests that
when parents are actively involved in their children’s
educational activities, show affection to their children,
participate in school events, democratic and responsive
in nature, and keep positive educational expectation
then students’ academic performance becomes higher.
Based on Parka and Holloway (2017) studies,
stated that the effects of school-based parental
involvement on academic achievement at the child
achievement in mathematics significant. Parental
involvement became more strongly related to
mathematics and reading achievement as children
move through the grades. Providing information on how
schools function, how to support learning, and how to
access educational resources is another way to
encourage parents to become more involved in school-
based activities (Park and Holloway, 2013). Further, the
studies confirm that parental involvement as the most
powerful predictor of, particularly for low socioeconomic
families, is the creation of a school environment where
parents feel welcomed and valued by educators
(Walker, Hoover-Dempsey, & Sandler, 2007; Hoover-
Dempsey, & Sandler, 1997; Park & Holloway, 2013;
Baquedano-Lopez, Alexander, & Hernandez, 2013)
There are various studies which provide
empirical evidence on the positive impacts of the
parental involvement and the student performance, in
developing countries as well. In a study carried out in
Ghana by the researchers Amponsah, Milledzi, Ampofo
and Gyambrah (2018) reviled that there is a significant
positive relationship between parental involvement and
students’ academic performance. Their findings
revelries that parental involvement through homework,
creating a learning environment for studying at home,
motivating and setting realistic and high expectations for
children enhances academic performance. Hence,
parents as the prime educators and the first agents of
socialization and exposing children to the social and
academic world should play a leading role in supporting
their children’s education. Thus, for their children’s
educational attainment parents should set high and
realistic expectations, to motivate their children to
perform well academically. However, some of the
previous studies on the relationship between parental
involvement and student performance have delivered
mixed and weak findings. Several studies have shown
that parental involvement in children’s academic
education tends to decrease across schooling,
moreover parental involvement changes throughout
school (Jeynes, 2011; Costa and Faria, 2017; Wijsman
et al., 2018). While parental involvement has been found
to be related to increased academic performance, the
mechanisms through which parental involvement
applies its impact on a student’s academic performance
are not yet fully understood (Collins, Juma and Murundu
(2019).
d) Parenting Style and Student Performance
Over the years parenting styles and behaviors
has evolved. The three parenting styles namely;
authoritative, authoritarian and permissive (Baumrind,
1966, 1967, 1978, 1991) are used to determining
academic success in literature from western cultures
(Masud et al., 2015; Pinquart, 2016; Checa et al., 2019).
Evidence from cultural similarities with Pakistan shows
varied findings. A study from Iran shows support for the
authoritarian parenting style similar to Pakistan
(Rahimpour et al., 2015). Determining academic
performance of students in the West and European
countries the authoritative parenting style is the
dominant and most effective style applied, while Asian
counties show more favorable results for academic
performance for the authoritarian style (Masud et al.,
2015). However, high parenting style of the father adds
a significant contribution to obtain higher academic
grades by their children. Thus, father’s role plays an
important part in determining their children’s academic
outcome in Asian cultures (Masud et al., 2015).
A number of studies have been conducted on
the relationship between parenting style and student
academic performance (Kösterelioğlu, 2018). Most
scholars have found a positive impact of parenting
styles on student performance. Lerdponkulrat et al.
(2012) reported students who perceived their parents as
authoritarian had higher performance. Mahasneh (2014)
reported positive relationships between parenting style
and academic success on authoritarian and permissive
parenting styles and, the authoritative parenting style is
the best predictor of academic achievement.
According to Purificación C, Alicia (2018) and
Orhan-Özen (2017) parenting style has a positive effect
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on student performance. Jeynes (2010) indicated that
parenting style is an important component of parental
involvement because it helped to produce a positive
home life for the child. The home-to-school relationship
is significant because it can expand and redefine the
whole concept of parental involvement (Seginer and
Mahajna, 2018). Xu, Dai, Liu and Deng (2018) examined
how children at near adolescents’ age perceived
parental psychological control and autonomy based on
their parenting style towards academic achievement.
Study carried out in Bhutan (Rabgay, 2015), found that
there were differences in students’ academic
performance due to differences in parenting style. It
revealed that, out of the three parenting styles, namely
authoritative, authoritarian and permissive, found that
authoritative parenting results in better students’
academic performance compared to students whose
parents had an authoritarian and permissive style of
parenting). In the same way, Uma and Manikandan
(2014) noted that parents style play a significant role in
determining the level of academic performance among
adolescents. Thus, it is essential that parents should be
equipped with appropriate knowledge and skills so that
they can provide better guidance for their adolescents’
positive development especially in academic aspects.
e) Student Motivation
Motivation is defined as the process that
initiates, guides, and maintains goal-oriented behaviors
(Cherry, 2016). It is considered as a crucial factor that
affects human behavior and performance (Kian et al.
2014; Turan 2015). The educational researchers and
practitioners point out that motivation is one of the most
important factors in student performance and in
ensuring continuous achievement (Alkış 2015). Further
Küçüközkan (2015) has defined motivation as the sum
of the efforts made for driving the individual towards one
or more particular goals and for ensuring the continuity
of this movement. In addition, many concepts, such as
interest, values, attitude and desire of the individual
towards an action, affect the process of motivation as
well (Akpur 2015). Therefore, motivation has a multi-
dimensional structure. In this regard, each individual
may have a different amount of motivation. Based on the
literature, there are five different constructs reflecting
motivation (Ryan & Deci, 2002, 2006, 2016; Weiner,
1990) namely intrinsic, extrinsic, motivation, self-efficacy
and achievement of motivation.
Intrinsic motivation involves engaging in a
behavior since it is personally rewarding; essentially,
performing an activity for its own sake rather than the
desire for some external reward. Behavior comes from
his own inner world leading to his own reward, thus no
additional motive or punishment is needed (Şen 2006,
Ural 2009). The main sources of intrinsic motivation are
the interest, curiosity and needs of the individual.
Actions which are performed through intrinsic motivation
and which originate from these sources are inherently
rewarding for the individual; In this case, the individual is
expected to display behaviors such as volunteerism,
willingness and making a choice (Deci and Ryan 2000,
2006, 2016). Therefore, these actions usually generate
intrinsic results as personal experiences which have a
meaning for the individual (Erdoğan 2013). A study
stressing the importance of intrinsic motivation indicated
that students will learn a topic more easily if they are
willing to grasp and understand it (Çelen 2010). to grab
the economic shocks (Hashim, Raza and Minai, 2018).
Extrinsic motivation occurs when the individual
is motivated to perform a behavior or engage in an
activity to earn a reward or to avoid punishment. Şen
(2006) express that engaging in such behavior not
because you enjoy it or because you find it satisfying,
but in order to get something in return or avoid
something unpleasant. The behaviors which originate
from external sources, such as rewards, punishment,
and social support, are behaviors which are linked with
the result of the individual’s action (Erdoğan 2013).
Some actions which are considered to be important for
the students by teachers and parents are triggered by
extrinsic motivation, and, therefore, they do not draw the
intrinsic attention of individuals (Deci and Ryan 2016).
Apart from the above mentioned motivation
types, literature provide additional motivational
components that give signs about the nature of the
motivation of the individuals, of which some of them are
directly related to the academic performance of the
individuals; these are intrinsic goal orientation, extrinsic
goal orientation and the value of the subject, control of
learning beliefs, self-sufficiency and test anxiety (Bates
et al. 2016).
According to Suhag et al. (2016), motivation has
several effects on the learning and behavior of students:
Firstly, motivation leads behavior to specific goals.
Motivation sets specific goals that people strive for and,
thus, influences the choices of students. Motivation as a
prerequisite for learning showed that the literature is
mostly focused on the factors that make individuals to
act and to pursue these actions (Liu et al. 2016). In
particular, the studies underlining the importance of
motivation as a factor that facilitates the learning
achievements of the individuals (Karagüven 2012 and
Kaya 2013) have argued that learning achievement and
effectiveness may vary according to motivators such as
interest, desire and need (Tahiroğlu and Aktepe 2015).
f) Parental Involvement, Student Motivation and
Student Performance
Motivation is an important factor influencing
learning and achievement. The human behavior
believed affect by various situation like; thinking,
learning, feelings, creativity, and perceptions. Many
students cannot learn effectively as a result of not been
encouraged. The finding of the studies shows that the
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Parental involvement (parenting, communicating,
learning at home, decision making) has a positive partial
mediation towards student performance (Ubale,
Abdurrahman and Abdullah, 2015). Since the motivation
deals with the human behavior and cognitive
development parents should be involved in the
educational development of their children that will
eventually enable them to be more productive in the
society (Ubale et al., 2015).
Sharma and Sharma (2018) found that there
were significant correlations between motivation and
academic performance among students. Núñez,
Regueiro, Suárez, Piñeiro, Rodicio & Valle (2019) study
reveals the total mediation of student motivation in the
relationship between the parental involvement and
student performance. A study conducted by Alyssa et
al., (2005) reviles that the variables parental involvement
and learning motivation has direct relationship. Brittany
and Mary (2005) study investigating a correlation
between parental involvement and student’s motivation
as well as academic achievement, of which findings
showed that a correlation between student’s motivation
and academic achievement is also direct.
Perceived parental involvement contributes to
children’s motivation essentially conveying confidence in
their abilities and showing interest in their progress and
schoolwork (Rodríguez et al., 2017). Many studies have
scrutinized the influential factors of academic
achievement (Miñano & Castejón, 2011; Miñano, Gilar,
& Castejón, 2012). Hence, parents’ contribution towards
the motivation of their children provides the confidence
in their abilities, and to make an interest in their progress
of achievements. Student achievements are influenced
by many people, parents, extended family members,
schools, institutions peer groups, clubs and societies
etc. Tarekegn et al. (2015) suggested that there is
statistically significant relationship between parent
involvement and student motivation towards their
learning outcomes. Thus, parental support is essential
to students’ academic success (Simpkins et al, 2015).
g) Parenting Style, Student Motivation and Student
Performance
Parenting styles have significant influence on
children’s academic motivation (Tang et al., 2015,
Reeves et al., 2020). The study assessed Students’
academic motivation within the school environment. It
indicated that, firstly, mothers’ authoritative parenting
styles were related to enhance the intrinsic motivation.
Secondly, mothers’ authoritarian parenting styles were
negatively related to intrinsic and extrinsic motivation.
Finally, both mothers’ and fathers’ permissive parenting
styles were positively related to student motivation.
Similarly, Mahama et al., (2018) studies examined the
relationship between parenting styles (authoritative,
authoritarian and permissive) and student’s motivation.
It depicts that majority of parents perceived them as
authoritative, followed by authoritarian and permissive.
The findings revealed that mothers were more
permissive than fathers. The results also did confirm a
positive correlation between paternal parenting styles
and children’s motivation (Hamid, Shakil, Ali and
Ahmad, 2019).
Hejazi (2018) confirm the mediating effect of
student motivation (intrinsic motivation) in the
relationship between parenting styles and academic
performance among high school students. The analysis
showed that parenting styles indirectly and positively
related to academic outcome through the motivation.
Hence, there’s a mediating effect of intrinsic motivation
in the relationship between parenting styles and
academic resilience. Based on the self-determination
theory Stavrulaki, Li and Gupta (2019) examined college
students’ motivation as a mediator of the relationship
between parenting style and academic outcome. The
results indicate that both perceived parenting style and
motivation types are important as both intrinsic and
extrinsic motivation act as partial mediators Stavrulaki, Li
and Gupta (2019). Similarly, Masud et al., (2016)
conducted a study on the mediating role of self-efficacy
theory of motivation with respect to Pakistan. The finding
show only authoritative parenting style mediates the
relationship between parenting style and academic
performance.
Although there is an agreement about the
importance of parental involvement in students’
academic success (Eccles, 2007), there are still some
ambiguities in the literature about the type of parental
styles that contribute to school success (Fan & Williams,
2010). Zong, Zhang and Yao (2018) investigated the
relationship between children’s perception of different
dimensions of parental involvement, where parenting
style play a key role. Parents’ associate with their
children at home, involve at school and at the academic
socialization, where parenting style is vital predictor
towards the achievement in academic success. Different
parents’ use different parenting styles (Baumrind, 1991)
to guide and motivate their children (Trzesniewski,
2018), Based on Baumrind’s model of parenting styles,
the majority of studies conclude that the authoritative
parenting style is the most efficient to enhance
academic achievement (Checa and Abundis-Gutierrez,
2018).
h) Academic Causal Factors
There are factors affecting student motivation
and student academic achievement/performance
considerably on the basis of establishing effective and
efficient learning-teaching process in education systems
(Suhag, Larik, Tagar and Solangi, 2016). The studies
show many motivational factors (psychological, social
and cultural): Intrinsic and extrinsic motivation, parental
involvement and styles, peer pressure, self-efficacy
expectations, effort, learning strategies, teaching style
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and school environment (Brophy 1998; Singh, Granville
and Dika, 2002). Researches indicates that teachers'
knowledge and skills, motivation level, qualifications,
forms of evaluation, teaching style, quality of enthusiasm
and enthusiasm can contribute to the motivation of the
learners (Yulianti et al., 2020). The more enthusiastic,
motivated and qualified teachers are in teaching and
evaluating, the greater the capacity to increase learners'
motivation to learn (Williams and Williams, 2011). Borich
(2011) argues that positive feedback can be a
motivating factor in his research, and teacher praise
motivates him to imitate what he sees in his students, so
getting positive feedback is a confidence building. For
this reason, a student will want to praise again when he
is praised by a teacher, and he will continue to be more
willing to do the same.
Academic casual factors includes learning
environment and teaching practices fields where which
includes teacher’s classroom management skills,
teaching methods applied, managing student
behaviour, communicating with students, engaging
students in learning, school environment has an
influence on students’ performance. Yilmaz, Sahin,
Turgut (2017), revels that these factors considerably
affect the student motivation and student performance
establishing effective and efficient teaching-learning
process in education systems. Mubeen and Reid (2014)
argue that there is almost an implication that motivation
can be managed by the class teacher and learning
environment. Although teachers can influence
motivation of a student, but the other factors cannot be
managed by the class teacher. Thus, teaching practice
as dimension of the academic causal factors, has a
significant relationship with student motivation and
student performance.
i) Student Motivation, Student Performance and
Academic Causal Factors
One of the most important areas affecting
student motivation is the factor of classroom
management skills of the teacher Elliot (2017).
According to Evertson and Weinstein, (2016) effective
classroom management is a practice that enhances the
students' independent learning abilities, productivity and
achievement, and the most important purpose is to
prevent teaching and learning process from being
interrupted and to continue in a well-organized teaching
and learning environment. Yilmaz, Sahin and Turgut
(2017) revealed that significant correlation between
academic causal factors and student motivation in the
relationship towards student performance and which
moderates the relationship. Teachers may serve as
social agents, and they can contribute to students’
intellectual and socio-emotional experiences by creating
a classroom setting that stimulates student motivation
and learning. Studies have shown that through the
teaching practice, positive teacher–student relationships
can lead to a warm classroom environment that
facilitates successful adaptation to school and thereby
moderates student motivation to learn (Baker, 2006;
Davis, 2006; Koca, 2016). Therefore, it is crucial to
understand the effects of the quality of teacher–student
interaction on students’ motivation to learn.
According to Bayraktar's research (2015), in
order to create an effective teaching and learning
atmosphere in a classroom, it has been achieved that
teacher's effective use of methods, techniques, tools
and materials in relevant teaching field has an important
effect on student motivation. By using exciting and
unique teaching techniques during training, the trainers
better adapt the students to the lesson, which enables
them to get the motivation for success (Bolkan and
Goodboy, 2010). Anna, Davula and Bellamkonda (2016)
have proved that the students have a direct positive
effect on satisfaction, loyalty and motivation. Hence,
learning environment at school and student motivation
has been associated with continuous academic
achievement. Positive significant relationship appeared
between the teacher’s teaching experience and
performance implied that teachers who have developed
greater cognitive abilities tend to generate better learner
performance. Mubeen and Reid (2014) argue that there
is almost an implication that motivation can be managed
by the class teacher and learning environment. Although
teachers can influence motivation of a student, but the
other factors cannot be managed by the class teacher.
Thus, teaching practice as dimension of the academic
causal factors, moderates student motivation and
student performance.
j) Student Performance
Performance in school is evaluated in a number
of ways. For regular grading, students demonstrate their
knowledge by taking written and oral tests, performing
presentations, turning in homework and participating in
class activities and discussions (Arulmoly and
Branavan, 2017). Teachers evaluate in the form of letter
or number grades and offer comments to describe how
well a student has done or back up the specific grade
that was given. Additionally, in a written assignment, the
teacher may also offer feedback and guidance on
improving the writing. At the state level, students are
evaluated by their performance on standardized tests
geared toward specific ages and based on a set of
achievements students in each age group are expected
to meet. It is very important for all stakeholders in the
educational system to identify the factors affecting
student’s academic success. The study revealed that
parental factors and student self-studying/motivation as
the most influential factors at student level (Damayanthi,
2018). Arulmoly and Elankumaran (2017) examined that
parental involvement has a significant relationship with
the student motivation towards their children’s
performance at the school.
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IV. Development of a Conceptual
Model
Towards a better performance of a student,
parental involvement plays a key role in students
learning journey (Zong, Zhang & Yao, 2017, Liu,
Sulaimani & Henning, 2020). Ubale, Abdurrahman &
Abdullah (2015) found that there’s a significant
relationship between parental involvement and student
motivation. Rodríguez et al. (2017) concluded that
parental involvement positively contributes to the
motivation of their children. Alyssa et al. (2005) in their
findings indicate that there is a beneficial relationship
between parental involvement and the motivation.
Several studies found that parenting style has
statistically significant relationship with the development
of children education and their academic performance
(Zahedani et al., 2016; Gafoor, K., Kurukkan A., 2014).
Akbar, Chisthi & Younes, (2017) stated that the Parental
involvement is found statistically significantly
contributing towards the outcome variable Student
Performance. The study helps us to accept hypothesis
that there is a relationship between parental involvement
and their children’s academic achievement. Amponsah,
Milledzi, Ampofo & Gyambrah, (2018) also stated that
there is a significant positive relationship between
parental involvement and students’ academic
performance. Furthermore, Hussain, Javaid, Parveen &
Iqbal (2018) and Ambachew, Amare, & Geleta (2018)
revealed that there was
strong positive and significant
relationship between parental involvement and
academic performance of students. Sharma s. and
Sharma d. (2018) found that there were significant
correlations between motivation and academic
performance among students. According to Azizoğlu et
al. (2015) and Orhan-Özen (2017) motivation has a
positive effect on student performance. Nauzeer S. and
Jaunky V. (2019) have shown that there are causal
relationships between motivation and student academic
performance. Yilmaz, Sahin and Turgut (2017) revealed
that significant correlation between academic causal
factors and student motivation in the relationship
towards student performance and which moderates the
relationship.
Núñez, Regueiro, Suárez, Piñeiro, Rodicio
& Valle (2019) study reveals the total mediation of
student motivation in the relationship between the
parental involvement and student performance. Chen,
Kong, Gao & Mo (2018) reveals the mediation of student
motivation in the relationship between the parental
socioeconomic status and student performance.
Hamid,
Shakil,
Ali, Ahmad (2019) reveals in their study that the
total mediation of student motivation in the relationship
between the parenting style and student performance.
Based on the review of literature,
involvement
and style
of parents
on student motivation
towards
student performance by considering academic causal
factors, the following conceptual framework was
developed.
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Figure 1: Conceptual Mode
Parental
Involvement
Student
Performance
Academic
Casual Factors
Parenting Style
Student
Motivation
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V.
Conclusion
Parental involvement is partaking of parents in
their children’s educational process with an aim of
improving their academic and social well-being.
Education is a power that influences individuals’ lives.
Parents’ participation in the education process can
increase the performance of their children. The more
parents engage with their children, the higher scores
their children achieve.
Parenting has been one of the main focuses in
developmental and educational fields and much
theories has been advanced about parents’ personal
and social factors that better foster children’s growth
and development. Particularly in adolescence there are
several developmental and contextual transformations
as well as challenges that affect not only adolescents
but also their parents. As per the literature, parental
involvement is represented by six dimensions such as
parenting, parenting, facilitating learning at home,
communicating with the school, volunteering at the
school, participating in school decision making and
collaborating with the community, are well documented.
Parenting styles are the manner in which
parents rear their children. Parents want their children to
grow into socially mature individuals. To discover the
best way to accomplish this they adopt varying
parenting styles. As per the literature, parenting styles
have identified as three dimensions, namely;
authoritative, authoritarian and permissive. These three
dimensions such are well documented in the literature.
Both parental involvement and parenting styles
affect student performance as per the literature. Further,
it significantly predicts student
academic achievement.
Parents as the prime educators and the first agents of
socialization and exposing children to the social and
academic world should play a leading role in supporting
their children’s education. Lack of parent’s attention
affects better performance of their children at
examinations. If children are motivated by their parents
by getting involved in their learning journey, children
tend to continue to perform successfully at their
educational attainments.
Since the motivation deals with
the human behavior and cognitive development parents
should be involved in the educational development of
their children that will eventually enable them to be more
productive in the society. Academic casual factors
includes learning environment and teaching practices
fields where which includes teacher’s classroom
management skills, teaching methods applied,
managing student behavior, communicating with
students, engaging students in learning, school
environment has an influence on students’ performance.
Less research attention has been given to the
theoretical blend of parental involvement, parenting
style, student
motivation, academic causal factors and
students’ academic performance in a single research
work. Although declining trends in parental involvement
student performance as children proceed to high school
is questionable because of the inconsistent findings of
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studies related to this relationship. More research is
needed to understand about the student motivation for
the purpose of enhancing the parental involvement
towards student performance.
Several countries have examined the impact of
parental involvement and parenting styles on student
performance. Yet, as per the literature, lack of research
attention has been given to the theoretical blend of
parental involvement and parenting style towards
students’ academic performance in developing
countries. Student performance is viewed as one of the
key elements in developing the human capital of a
country. Therefore, further research needs to be carried
out, especially in developing countries.
A conceptual model was introduced by
following the above discussed background. Future
researchers can use this conceptual model to
investigate the impact of involvement and style of
parents on student motivation towards student
performance with the moderating effect of Academic
Causal Factors.
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