Relationship of Parental Involvement with Self-regulation and Academic Achievement of Chinese Primary School Pupils, in Kerian District, Perak
Main Article Content
The purpose of this study was to determine the relationship of parental involvement with self-regulation and academic achievement of Chinese primary school pupils, in Kerian District, Perak. This study employed a quantitative correlational design via google forms to obtain data from 100 participants from parents and pupils. The respondents were required to complete three questionnaires- Parental Involvement in Academic Achievement Among primary schools Questionnaire, Self-Regulation Formative Questionnaire, and Academic Achievement Questionnaire-measure parental involvement, self-regulation, and academic achievement respectively. Data received was then analyzed using SPSS 23.0 to find out if there is a correlation between the three variables. The difference in parental involvement among different parents’ education levels and gender differences in self-regulation were also tested. The findings indicated that the type of parental involvement among Chinese primary school pupils was Communication. The level of self-regulation of the pupils was in the intermediate level. Positive and significant correlations were found between parental involvement, self-regulation, and academic achievement. However, there were no significant gender differences in self-regulation. Overall, the role of parental involvement should be taken into full consideration while examining the relationship between children’s self-regulation level and family issues, since it could create a long-lasting impact on a child’s lives.