Is Parental Support or Parental Involvement More Important for Adolescents?

Rachel Elizabeth Ruholt, Jonathan Gore, Kristina Dukes

Abstract


The purpose of this study is to examine the role of parents in adolescent students’ academic well-being. We hypothesized that parental support and parental involvement would each predict unique variance in both self-esteem and academic self-efficacy. There were 250 participants (99 male, 151 female) between sixth through twelfth grade from various counties across Kentucky. Students were given a packet consisting of different surveys and questionnaires to complete relating to the study. The results of a regression analysis revealed that parental support and involvement positively predicted both academic self-efficacy and self-esteem. These results suggest that both parental support and parental involvement are equally important to a student’s academic well-being.



Keywords


self-efficacy, self-esteem, parental involvement, and parental support

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ISSN: 2325-0917