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Assessment 1 The Impact of Parental Involvement on Academic Achievement: A Literature Review 1

Table of Contents Introduction ...................................................................................................................................... 1 Developing a Hypothesis ................................................................................................................. 1 Literature Review ............................................................................................................................ 2 Psychological Concepts Addressed in Research ............................................................................. 3 Theoretical Concepts for the Research ............................................................................................ 3 Value and Limitations of Theoretical Concepts .............................................................................. 4 Conclusion ....................................................................................................................................... 5 References ........................................................................................................................................ 5 2

Introduction In psychology and education, research on the effects of parental participation on academic achievement is crucial. This literature review examines important psychological ideas associated with parental engagement, such as attachment theory and socio-emotional development, in light of parents' significant impact on their children's educational experiences. To develop a theoretical framework for comprehending the intricate interactions between parental participation and academic performance, we will examine the literature to find patterns, themes, and trends. To further our understanding of the psychological processes influencing educational results, this introduction lays the groundwork for developing a hypothesis based on logic and scientific data. Developing a Hypothesis Hypothesis : Children who experience stable attachments, socioemotional growth, and cognitively challenging interactions due to regular, positive parental participation would do better academically. The youngster will be more motivated to learn and have a higher feeling of self-efficacy, which will mitigate this link. Because of this hypothesis's specificity, each variable may be empirically tested. It addresses the study issue by exploring the complex effects of parental participation. The hypothesis fills in current gaps in the evidence by addressing the potential mediating roles of motivation and self-efficacy and by providing a more nuanced understanding of the mechanisms via which parental participation affects academic outcomes. Literature Review Researchers looking into the link between parental involvement and academic success have developed several important themes and conclusions that help us understand the psychological factors at play here. Attachment theory becomes a widely accepted psychological concept by explaining the emotional connection between parents and children and its subsequent consequences on cognitive and socioemotional development. Research continually shows that safe attachments and academic achievement are positively correlated, highlighting the long- lasting impact of a nurturing home environment. 3

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Socio-emotional development further emphasizes the psychological foundations of parental involvement. Empirical studies emphasize the significance of parental involvement in cultivating fundamental social skills, emotional control, and perseverance, all of which are vital for a child's general welfare and academic success. According to theories of cognitive development, interactions between parents and children that are cognitively engaging are essential for both academic success and intellectual progress. Even with the abundance of conclusive evidence, it is imperative to recognize the limitations inherent in the current body of research. It is difficult to reach definitive conclusions because of differences in how different cultures understand parental engagement, methodological flaws, and possible two-way impacts between parents and kids. Based on the synthesis of these data, the literature review backs up the following hypothesis. By bridging psychological notions, current research, and theoretical frameworks, this hypothesis lays the groundwork for further studies to comprehend better and amplify parental participation's contribution to academic performance. Psychological Concepts Addressed in Research This study explores important psychological ideas related to parental participation and academic success. A pillar of developmental psychology, attachment theory examines the emotional connection between a parent and child and highlights how it affects the child's cognitive and socioemotional growth. For a child's general well-being and academic achievement, socio- emotional development—which includes social skills and emotional regulation—is essential. Furthermore, Piaget and Vygotsky's theories of cognitive development emphasize the value of intellectually stimulating interactions between parents and children in promoting intellectual development. Previous studies highlight recurrent themes and the beneficial relationships between safe attachments, socioemotional growth, and academic success. Together, these psychological ideas support a child's holistic development and highlight the long-lasting impact of parental participation. 4

This research aims to provide a more comprehensive understanding of how parental participation affects academic achievement by dissecting these psychological dynamics. Acknowledging the interdependence of attachment, socio-emotional growth, and cognitive stimulation, the study aims to provide insightful information about the complex relationship between psychological ideas and academic success, promoting a thorough viewpoint for future research and instructional strategies. Theoretical Concepts for the Research Bronfenbrenner's ecological systems theory and Bandura's social cognitive theory serve as the foundation for this study. By highlighting the nested systems that affect a child's development, from the close-knit microsystem of the family to the larger macrosystem of society and culture, Bronfenbrenner's paradigm offers a comprehensive lens. In this ecological setting, parental participation is positioned, acknowledging its significance within larger societal forces and at the family level. In contrast, Bandura's social cognitive theory emphasizes how social modeling and observational learning influence behavior. Regarding parental participation, this notion suggests that kids pick up knowledge by watching their parents' attitudes, actions, and educational aspirations. It emphasizes how parents shape a child's motivation, self-efficacy, and academic goals as important role models. These theoretical ideas substantially contribute to comprehending how parental participation affects academic accomplishment. The ecological systems theory that Bronfenbrenner developed highlights the interdependence of various systems and provides a thorough framework for analyzing the complex dynamics of parental interaction. Bandura's social cognitive theory deepens the analysis by highlighting the observational learning mechanisms via which kids pick up educationally related behaviors and attitudes. These theories, although strong, could be better. Bandura's social cognitive theory might need to fully explain how parental involvement is affected by context and environment, and Bronfenbrenner's approach might oversimplify how each system works with each other. To overcome these constraints, the study will consider different viewpoints like attachment theory and cultural psychology, which provide a more thorough comprehension of the complex 5

relationship between theoretical ideas and the impact of parental involvement on academic performance. Value and Limitations of Theoretical Concepts Bandura's social cognitive theory and Bronfenbrenner's ecological systems theory were chosen because they deeply understand the complex link between parental involvement and academic success. By emphasizing the interdependence of different systems, Bronfenbrenner's ecological systems theory offers a comprehensive perspective and a framework for comprehending how parental engagement functions within the microsystem and more significant environmental impacts. With its focus on observational learning, Bandura's social cognitive theory clarifies how parents significantly influence their children's academic attitudes and behaviors. These theories have limitations, though. The ecological systems theory that Bronfenbrenner came up with might need to be more specific about the exact mechanisms that keep parents involved. While effective in describing observational learning, Bandura's social cognitive theory might need to be revised in explaining contextual and environmental elements that affect parental participation and how it affects academic performance. For a more complex understanding, these theories must be critically assessed. Despite certain drawbacks, Bronfenbrenner's theory offers a practical general framework. Despite its popularity, Bandura's hypothesis might benefit from more analysis considering reciprocal influences and cultural differences. Attachment theory and cultural psychology are other points of view that could be added to the study to make it better and give a complete picture of how theoretical ideas and parental involvement in academic success work together. Conclusion In conclusion, this study uses Bandura's social cognitive theory and Bronfenbrenner's ecological systems theory to shed light on the dynamic relationship between parental participation and academic accomplishment. These theoretical ideas are helpful, but they have limits. The study suggests a multifaceted strategy to reduce these gaps by including different viewpoints. The research provides sophisticated perspectives beyond theoretical limitations, acknowledging the intricacies associated with parental participation. By doing this, we can fully understand the 6

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complicated psychological factors that affect kids' academic progress, which lets us develop effective interventions and teaching methods. References Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological bulletin , 145 (9), 855. https://psycnet.apa.org/doi/10.1037/bul0000201 Cole, S. A. (2017). The impact of parental involvement on academic achievement (Doctoral dissertation, Northcentral University). The Impact of Parental Involvement on Academic Achievement - ProQuest Lara, L., & Saracostti, M. (2019). Effect of parental involvement on children’s academic achievement in Chile. Frontiers in Psychology , 10 , 1464. Frontiers | Effect of Parental Involvement on Children’s Academic Achievement in Chile (frontiersin.org) Rattenborg, K., MacPhee, D., Walker, A. K., & Miller-Heyl, J. (2019). Pathways to parental engagement: Contributions of parents, teachers, and schools in cultural context. Early Education and Development , 30 (3), 315-336. https://doi.org/10.1080/10409289.2018.1526577 Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical education online , 25 (1), 1742964. https://doi.org/10.1080/10872981.2020.1742964 7

Assessment 1 File.edited

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