Relationship of Parental Involvement with Self-regulation and Academic Achievement of Chinese Primary School Pupils, in Kerian District, Perak

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Y.C. Chia
Faculty of Education, University of Malaya, Wilayah Persekutuan Kuala Lumpur, Malaysia
F.D. Hutagalung
Faculty of Education, University of Malaya, Wilayah Persekutuan Kuala Lumpur, Malaysia

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.

Keywords: parental involvement, self-regulation, academic achievement, parents, Chinese primary school students