The moderating effect of academic self-efficacy on the relationship between parental involvement and academic engagement

• Main Authors: Apelacio, Andrea Ysabel D., Casacop, Ma. Bernadette D., Umali, Elinor, Renee C., Uy, Kathleen S.
• Format: text
• Language: English
• Published: Animo Repository 2015
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/10981
• Institution: De La Salle University

While the increasing rate of parental migration contributes to significant economic benefits, its influence on the developmental outcomes (i.e., academic engagement) of left-behind adolescents requires examination. This study explores the impact of parental involvement on academic achievement. Previous studies have mentioned that parents state how you operationalized and defined P.I. - (parental involvement) and the belief in one's capacity to execute tasks successfully (self-efficacy) are critical factors for academic engagement among adolescents. Further, the present study examined the moderating effect of academic self-efficacy on the relationship between parental involvement and academic engagement of adolescents. Family structures, such as intact and transnational families, were introduced as factors in, and discussed in relation to, parental involvement. Data were gathered from 129 undergraduate Filipino adolescents (69 from intact families and 60 from transnational families) with the mean age of 19.02 years (SD = .7). Results showed that parental involvement does not predict of academic engagement in adolescents, regardless of being a member of an intact or transnational family which also suggests that academic self-efficacy has no moderating effect on the relationship between parental involvement and academic engagement. However, the analyzed data revealed that academic self-efficacy is a significant predictor of academic engagement among adolescents.