Parental Encouragement

7/25/2019 Parental Encouragement

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STUDIES RELATED TO PARENTAL ENCOURAGEMENT

Showkeen Bilal & Mehraj Ahmad Bha !"#$%' e()lored he e(en o whi*h he

+el, *on*e) and )arenal en*o-ra.emen ha/e he relaion wih a*ademi*

a*hie/emen amon. +e*ondar0 +*hool +-den+1 The 2ndin.+ o, he +-d0

re/ealed ha here i+ no +i.ni2*an relaion+hi) 3eween he ,aher4+

en*o-ra.emen wih a*ademi* a*hie/emen o, ,emale +-den+1 There i+

+i.ni2*an relaion+hi) 3eween he ,aher4+ en*o-ra.emen wih a*ademi*

a*hie/emen o, ,emale +-den+1 There i+ +i.ni2*an relaion+hi) 3eween he

moher4+ en*o-ra.emen wih a*ademi* a*hie/emen o, male and ,emale

+-den+1

Pa-l al3er 1A & Thila.a/ah0 1T !"#$%' e(amined )ro+o*ial and ani +o*ial

3eha/io-r o, hi.her +e*ondar0 *la++ +-den+ in relaion o )arenal 3eha/io-r'

+re++ )er*e)ion and +o*io5e*onomi* +a-+1 6e ,o-nd ha' he )arenal3eha/io-r o, 2r+ 0ear hi.her +e*ondar0 +-den+ i+ a/era.e1 The 2r+ 0ear

hi.her +e*ondar0 +-den+ are ha/in. more a-horiai/e )arenal 3eha/io-r han

oher dimen+ion+ !a-horiarian' )ermi++i/e and -nin/ol/ed )arenal 3eha/io-r1

Bo0+ and .irl+ di7er +i.ni2*anl0 in heir )arenal 3eha/io-r1

Ram)raka+h G-)a !"#$8' e(amined he Parenal En*o-ra.emen in relaion o

Menal 6ealh o, Senior Se*ondar0 S*hool S-den+1 9rom he re+-l i wa+ ,o-nd

ha he +-d0 re/ealed a +i.ni2*an relaion+hi) 3eween )arenal

en*o-ra.emen and menal healh o, all +-den+ and amon. 3o0+1 No +i.ni2*an

relaion+hi) 3eween )arenal en*o-ra.emen and menal healh amon. .irl+4

+-den+ and r-ral +-den+1 The +-d0 re/ealed ha +i.ni2*an relaion+hi)

3eween )arenal en*o-ra.emen and menal healh o, -r3an +-den+1 Girl+ o,

L-dhiana di+1 were hi.hl0 aained )arenal en*o-ra.emen a+ *om)are o 3o0+

and -r3an +-den+ were more )+0*holo.i*all0 +olid han r-ral1

Bind-1: & Ar-na P1; !"#$8' aimed o 2nd o- he e(end o, relaion+hi) 3eween

)arenal en*o-ra.emen and )ro*e++ +kill+ o, +e*ondar0 +*hool +-den+1 Re+-l+

+howed ha )arenal en*o-ra.emen i+ )o+ii/el0 relaed o )ro*e++ +kill+ o,

adole+*en +-den+1 The +-d0 al+o re/eal+ ha here i+ lo*al and mana.emen

di7eren*e e(i++ ,or )arenal en*o-ra.emen and )ro*e++ +kill+ in +o*ial +-die+1

Mohameda0-)khan1M &Mani1S !"#$8' aimed o 2nd o- he le/el o, +-den+

)er+onal )ro3lem+' +-d0 in/ol/emen and a*ademi* a*hie/emen amon. he

hi.her +e*ondar0 +*hool +-den+1 Re+-l+ +howed ha .ender ha+ an im)a* on

+-den+ )er+onal )ro3lem+' +-d0 in/ol/emen and a*ademi* a*hie/emen1

S-den+ Per+onal Pro3lem+' S-d0 In/ol/emen and A*ademi* A*hie/emen are

relaed o ea*h oher1

Sekar1P & Mani1S !"#$


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)arenal en*o-ra.emen o, hi.her +e*ondar0 +-den+ i+ /er0 hi.h1 There i+ no

+i.ni2*an di7eren*e 3eween male and ,emale hi.her +e*ondar0 +-den+ in

heir )arenal en*o-ra.emen1

6a2= M-hammad >a?a+ Ra2?' Teh+in 9aima & e1al !"#$


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STUDIES RELATED TO PARENTAL ENCOURAGEMENT

Raj and Krishnan (1980) carried out a study to determine the relationship

between academic achievements with family size !he sample comprised of "00 pupilsconsisted 1#9 boys and 1$1 %irls studyin% in standard ninth class of secondary schools

in !rivandrum city !he results revealed that the relationship between academic

achievement and family size was si%nificant and ne%ative

&hah and &harma (198#) conducted a study to investi%ate the effect of family

climate on students academic achievement 'ata was collected by administerin%

family climate scale to the sample of 00 children consistin% 118 boys and 8 %irls of

ninth class from the schools of ury and *ehri districts of Kashmir !he results revealed

that family environment was si%nificantly and positively related with academic

achievement of the students

+a,er and 'avid (198-) reco%nized mothers strate%ies for children s school

achievement !he investi%ator collected data from hetero%eneous sample of mothers of

ei%hth %raders throu%h interview schedule !he findin%s of study showed that mothers

encoura%ement had positive impact on the academic achievement of the students !he

results also indicated that parents actively mana%ed their children s school career in a

way that could have direct conse.uences for their children s academic achievement

!he number and types of parental encoura%ement strate%ies su%%ested by the mothers

were found to be same hence there mi%ht be some standard parental encoura%ement

strate%ies /other s encoura%ement was also found to have positive influence on the

academic performance of the students

&in%h (198-) studied the relationship between socioeconomic status and

perception of parental behaviour by students !he sample was comprised of #- boys

and %irls of class tenth of +ihar 'ata were collected throu%h parent child relation

.uestionnaire and selfadministerin% test of mental ability to chec, parental behaviour

and intellectual ability of the students respectively !he findin%s indicated that the


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dimensions of parental behaviour such as love rejection protection and discipline were

si%nificantly related with intellectual ability of the boys only

2ommay (1988) investi%ated the effect of family structure on intelli%ence and

academic achievement 3e analysed #$ studies for the last 1$ years and summarised the

results that parentsencoura%ement directly and indirectly played a si%nificant role in

predictin% academic achievement throu%h co%nitive development of their children

arental education and encoura%ement were found to contribute to the co%nitive

development of the students 4amily constellation was appeared to have %reater impact

on verbal than nonverbal intelli%ence

+an, et al (1990) studied the effect of peer family and parental influence on

studentspersistence 'ata was collected throu%h a lon%itudinal study from 1#0 first

year under%raduates of /idwestern state university of 5merica !he results

demonstrated that parents had stron% influence upon the persistence and educational

success of the students

5stone and &ara (1991) e6amined the relationship amon% family structure

parental practices and children s achievement by collectin% data from 10000 hi%h

school students of +altimore in 5merica !he result revealed that children who live

with sin%le parents or stepparents durin% adolescents receive less encoura%ement and

less help with school wor, than children who live with both natural parents !he

findin%s also indicated that parental practices includin% parental encoura%ement had

positive effect on children s school achievement

7amborn et al (1991) studied the patterns of competence and adjustment amon%

adolescents from authoritative authoritarian indul%ent ne%lectful homes !he sample

consisted of appro6imately #100 respondents from isconsin state in 5merica t was

confirmed throu%h the results that adolescents who describe their parents as either

ne%lectful or indul%ent had lowest adjustment !he findin%s also indicated that

authoritative parentin% had si%nificant influence on student s competence and

adjustment


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old students 3e concluded that authoritative parentin% lead to better school

performance and stron%er co%nitive en%a%ement amon% the adolescents arental


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encoura%ement is much more li,ely to promote adolescents school success when it

occurred in the conte6t of an authoritative home environment 5uthoritative home

environment related positively to the achievement of students

:insbur% and +ronstein (199") studied family factors related to children s

intrinsic and e6trinsic motivational orientation and academic performance 'ata were

collected from 9" fifth %rade students and their parents 5chievement scores were

obtained from school records arental ne%ative control noninvolvement e6trinsic

rewards and overand under controllin% family styles were found to related

si%nificantly with e6trinsic motivation and lower academic achievement of the students

;n the other hand parental encoura%ement was associated with intrinsic motivation ofthe students 5utonomysupportin% family styles were found to have positive

association with academic performance of the students

&hah (199") conducted a study to investi%ate the relationship amon% some

social psycholo%ical variables and the academic achievement of the students in 5zad

Kashmir 'ata was collected from a sample of 1000 students comprisin% -#0 male and

"-0 female students 5nnual e6amination results for three consecutive years were ta,en

as measures of academic achievement !he findin%s indicated that there was a

si%nificant relationship between parental interest for the children s education and

academic achievement of their children n addition it was also found that authoritative

families had si%nificantly relationship with academic achievements of the students

'ubois et al (199#) studied the family support and the .uality of parent child

relationships 5 sample of 1$9 youn% 5merican adolescents ran%ed in a%e 10


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parental encoura%ement had a moderate and positive effect on students academic

achievement


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&in%h et al (199$) investi%ated the effect of different components of parental

involvement on the achievement on a sample of 1-">8 ei%hth class students drawn

from a national educational lon%itudinal study88 of 5merica !he results revealed that

parental involvement in school activities had positive effect on achievement whilst

family structure had a sli%ht ne%ative association arental involvement in the form of

parent child discussions had a moderate impact arental aspiration found to have

powerful positive influence on academic achievement

&puta and aulson (199$) conducted a study on birth order and family size

influences on adolescents and the behavior of their parents !he respondents were 19$

ninth %rade boys and %irls and their parents from urban suburban and ruralcommunities in south east and /idwest 5sia ?uestionnaire measures of adolescent

and parent s p erception of parentin% style and parental involvement were used !he

results indicated that family size si%nificantly influenced adolescent academic

achievement si%nificantly

Khare and :arewal (199-) conducted a study on home environment and

academic achievement of elementary school children !he sample comprised of 1students of middle schools of +hopal !he results indicated that home environment had

si%nificant relationship with academic achievement of students

5%%arwal (199>) conducted a comparative study on the effect of parental

encoura%ement upon the educational development of students on the basis of %ender

!he sample consisted of 100 male and female students of auri district 'ata were

collected by administerin% intelli%ence test and personal data form !he findin%s

indicated that the parents showed more encoura%ement to their dau%hters in comparison

to their sons arental encoura%ement was also found to be positively related with

educational development of the students

/au (199>) studied the parental influence on the hi%h school students

academic achievement !he researcher compared the process of involvement and their

impact on achievement of students from 5sian 5mericans 5sian mmi%rants and

hite 5mericans !he samples were drawn from the national education lon%itudinal


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achievement amon% 5sian students was ne%atively associated with parental

encoura%ement.

/uller (1998) conducted a study on %ender differences in parental involvement

and adolescents mathematics achievement of 1"881 students of 8th

to 1th

class of

!e6as @nited &tates !he relationship between parental involvement and achievement

was similar for %irls and boys but diminished over the time of senior classes !he

results also revealed that the parental involvement was si%nificantly related to

achievement in the initial years of the student

etric,and Kim (1998) studied parentin% style motivation orientation and self

perceived academic competence of hi%h school students !he sample comprised of #0#

students of class 8th

and 9th

of 3on% Kon% !he results of meditational model

demonstrated that family plays a si%nificant role in educational outcomes 5uthoritative

parentin% had positive si%nificant relationship with educational success of students

Roychoudhary and +asu (1998) carried out a study on parentchild relationship

school achievement and adjustment of adolescent boys !he sample comprised of 10$

boys of a%e 1# to 1$ years 'ata were collected by administerin% parent child

relationship scale to the sample and achievement scores were ta,en from school

records !he results indicated that both motherin% and fatherin% styles were associated

with academic success whereas rejection and ne%lect from the parents were found to be

hi%hly detrimental to academic achievement

&iana et al (1998) conducted a study on motivation and attribution on a sample

of 98$ secondary schools students of 7ondon !he results indicated that the male and

female students rated their parents as more important in contributin% to their academic

success

zzo et al (1999) conducted a lon%itudinal assessment of teacher perceptions of

parental involvement in children s education and educational performance

nformation on parental involvement and school performance was collected from the

teachers of


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10$ urban students of Ahica%o Results indicated that parental involvement moderate

relationship with school performances !he results also revealed that enhancin%

parental involvement in children s schoolin% related to school performance

/c2eal (1999) carried out the study on the parental involvement as social

capitalB differential effectiveness on science achievements truancy and droppin% out on


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a sample of 1>0#9 parents of tenth %rade students of Aarolina !he researcher used

theoretical framewor, and found that parental involvement was %enerally a salient

factor in e6plainin% behavior but not co%nitive outcome 4indin%s also indicated that

the positive effect of parental encoura%ement operated only for white and middle class

students

3ic,man et al (000) evaluated the influence of parentin% style on the

adjustment and academic achievement of traditional colle%e freshman !he data were

collected from a sample of 101 colle%e freshmen enrolled in introductory psycholo%y

courses at a lar%e /idwestern university t was confirmed throu%h the results that

authoritative parentin% style was positively related to studentsacademic achievement

Kohl et al (000) conducted a study on family factors which potentially put

parental involvement at ris, 'ata was collected from parents teachers and "00

children throu%h interviews and parental encoura%ement was rated by teachers and

parents separately usin% a purpose desi%ned instrument !he result indicated that

parental education was positively related with parentteacher contacts t was also

concluded that the more educated were the parents the %reater was theirencoura%ement in their child s education better was the educational achievement of

their children

&anders (000) carried out a study to predict the effects of teacher family and

church support on the schoolrelated attitude behaviour and academic achievement of

5frican 5merican urban adolescents 5 sample of 8> students in an urban school

district in the &outheastern @nited &tates was surveyed 'ata was %athered by

administerin% selfreport .uestionnaire and parent authority .uestionnaire !he results

showed that parental academic support indirectly influenced achievement throu%h its

positive and si%nificant influenced on studentsC academic selfconcept and school

behaviour

Dan (000) conducted a between%roup study of parental involvement

comparin% three samples that included -#$9 students drawn from the national

educational lon%itudinal study88 of @niversity of ennsylvania !he %roups comprised


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unsuccessful 5fro5merican students ;nce the bac,%round variable of social class

was factored out parental involvement became a si%nificant discriminatin% factor


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between %roups Results demonstrated that parental involvement influenced the

academic success positively

Fellman and aterman (000) observed the interactions between 19" mothers

and their children who were in second to fifth %rade in the schools of 7os 5n%eles

Ahildren s achievements were measured usin% school %rades for maths arentin% style

was rated followin% the analysis of a video recordin% of a parentchild discussion of on

theissue which they both a%reed was problematic !he results indicated that parental

encoura%ement was not si%nificantly related to academic outcome

Aatsambis (001) analysed data from the national educational lon%itudinal

study88 study and its second followup national educational lon%itudinal study9 in

En%land 'ata were collected by .uestionnaire from 1"#$80 parents students

teachers principals and administrators on achievement and parental involvement !he

results of the study indicated that hi%h levels of parental e6pectations consistent

encoura%ement and actions to enhance learnin% opportunities in the home were all

positively associated with studentshi%h aspirations and colle%e academic achievement

/archant et al (001) studied the impact of parental involvement on school

achievement !he sample comprised of "0 Aanadian students 'ata was collected

throu%h the information by the students on family encoura%ement and their academic

performance !he information was validated by the school teachers !hrou%h the results

parental encoura%ement was found to be major factor influencin% students academic

achievement

;,pala et al (001) e6plored the relationship between parental involvement in

terms of hours of volunteerin% inschool help school spends in terms of dollars per

child spends on instructional supplies parental social economic status and school

achievement !he sample comprised of fourth %rade students of schools of Aalifornia

/athematics test scores were ta,en as the measure of attainment !he results revealed

that parental involvement in the school was not related to pupil achievement

'eslandes and Aloutier (00) reported the views of a sample of 8> Aanadian


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hi%h schools in 4renchspea,in% ?uebec were selected as a sample of lon%itudinal

study of parentadolescent interactions in relation to school achievement and


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psychosocial maturity arental involvement in classrooms trips school

%overnance and the li,e seemed to confer little advanta%ed in terms of pupil

achievement

'evi and Kiran (00) studied factors associated with scholastic bac,wardness

of secondary school children 100 low achievers from secondary schools of 3yderabad

city were included in the study nterview schedule was used to elicit factors related to

scholastic bac,wardness !he results reported that low parental involvement and

parental encoura%ement were found to be detrimental academic achievement

&ac,er et al (00) e6amined the role of parental encoura%ement in educational

achievement and psycholo%ical adjustment throu%hout the childhood 'ata were

collected from 1>0# students of @nited Kin%dom !he results indicated that parental

involvement had a small but si%nificantly positive relationship with academic

achievement !he results also revealed that social and physical environment in which

the children were raised effect their educational achievement

illiams et al (00) surveyed 019 parents of children a%ed 1$


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in traditional homewor, assi%nments the students who participated in teachers

involvin% parents in pro%ram scored better on homewor, and on report cards !he


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results reported a si%nificant positive relationship of parental involvement with

achievement of their children

3ill et al (00#) studied a lon%itudinal model of parents

academic

involvement achievement and aspirations on #-" adolescents followed from seventh

throu%h eleventh %rades !he findin%s of the study revealed that parental involvement

in academics of the students was positively related to achievement for 5frican

5mericans but not European 5mericans students

!san% (00#) investi%ated academic motivation and achievement amon%

students from immi%rants and 5merica born families 'ata were collected throu%h

survey method and university records from over 998 colle%e students !he results

indicated that immi%rants placed more importance on family interdependence than

5merican born families 4amily interdependence attitude and behaviour found to

influence academic adjustment

&unitha (00$) e6amined academic learnin% environment of students from aided

and unaided coeducational hi%h schools on a sample constitutin% #0 students from the

schools of 'harwad city 'ata were collected by administerin% home learnin%

environment scale developed by the researcher and academic achievement was ta,en as

avera%e percenta%e mar,s of the previous year and two semesters of the current year of

the students 4amily size was found to have ne%ative influence on the academic

learnin% environment whereas home learnin% environment had si%nificant and positive

relationship with academic achievement of the students

5remu et al (00-) investi%ated the relationship amon% emotional intelli%ence

parental encoura%ement and academic achievement of the students 5 sample of $00

adolescents consistin% $0 males and $0 females was drawn throu%h randomized

process from 10 senior secondary schools of badan in 2i%eria 'ata were %athered

throu%h parental involvement ratin% scale developed by the researchers themselves and

from the school records !he results indicated there was a positive and si%nificant

relationship between parental encoura%ement and academic achievement of the

adolescents


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+ansal et al (00-) e6plored the relationship between .uality of home

environment locus of control and achievement motivation amon% hi%h achiever urban

female adolescents !he data were collected from 100 eleventh class hi%h achievers


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from 10 senior secondary schools of 7udhiana city by usin% Rotter s locus of control

+har%ava achievement motivation scale and /ishra s ho me environment inventory

scale. !he results showed that %ood .uality of home environment had si%nificant

positive relationship with hi%h level of achievement motivation and hi%h level

academic achievement

3alawah (00-) e6amined the effect of motivation family environment and

student characteristics on academic achievement !he study was conducted on a sample

of "88 hi%h school students consistin% 19" males and 19$ females from 5bu 'habi

district @nited 5rab Emirates 5 li,erttype instrument was used to measure students

level of motivation hile academic achievement was measured usin% students

%radepoint avera%e !he results indicated that the relationship between achievement G family

environment (01$) and motivation and family environment (019) were statistically

si%nificant still partially small

7a,shmi and /ina,shi (00-) studied perceived parental behavior as related to

studentsacademic school success and competence on a sample comprised of $00 hi%h

school students consistin% $0 male and $0 female students of =aranasi city 'atawere collected by administerin% adolescents perception of parental behavior

.uestionnaire and academic competence scale developed by the researcher and

associates &chool success was assessed by mar,s obtained in hi%h school board

e6amination Results of the study revealed that parental acceptance and encoura%ement

scores were positively related with academic success !he results indicated that parents

who were perceived as bein% more acceptant and usin% less restrictive and hostile

psycholo%ical control tended to have adolescents with hi%her academic success and

competence

5,anle (00>) predicted socioeconomic factors influencin% studentsacademic

performance in 2i%eria !he data was collected from 10 students by usin% self

developed instrument ta%%ed socialeconomic and academic performance ratin% scale

!he results indicated that authoritative family had positive relationship with academic

achievement of the students


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Aodjoe (00>) studied the importance of home environment and parental

encoura%ement in the academic achievement of 5fricanAanadian youth !he data was

%athered by conductin% individual and focus %roup interviews from a sample of 1


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students drawn from a population of blac, students in Edmonton in Aanada !he

researcher confirmed that parental encoura%ement and supportive home environment

laid positive influence on educational achievement of the blac, students

*eynes (00>) undertoo, a metaanalysis includin% $ studies to determine the

influence of parental involvement and encoura%ement on the educational outcomes of

urban secondary school children of Aalifornia !he results indicated that the influence

of parental involvement overall was si%nificant for secondary school children for both

hite and minority children

/urphy (009) carried out the study to e6amined relationship of parental

encoura%ement independent learnin% and achievement 5 national sample of tenth

%rade 1$"- students from the national educational lon%itudinal study 00 was used

!he findin%s indicated that parental encoura%ement had positive and si%nificant

relationship with academic achievement Results also revealed that parental control was

ne%atively associated with achievement measures t was also found that parental

actions associated with authoritative parentin% style were positively related with

academic achievement

:hazi et al (010) e6amined parental involvement in their children s academic

motivation in rural areas at primary level !he study was conducted on a sample of $0

students from +annu in a,istan 'ata were collected throu%h structured interview

from students and their parents !he results showed that parents encoura%ement

discussion of importance of education and educational affairs had direct positive

influence on achievement motivation !he findin%s also revealed that most of the

parents were not well aware of their role for their children s education

/uola (010) investi%ated the relationship between academic achievement

motivation and home environment amon% standard ei%ht pupils !he sample comprised

of "$ Kenyan pupils between the a%e ran%e 1" to 1> years from si6 urban and rural

primary schools of /acha,os district !wo .uestionnaires the simple profile and home

environment .uestionnaire were used to %ather data Results showed that amon% all the

variables parental encoura%ement was the only factor that was not si%nificantly (r H


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2ewswire (010) too, the study parental involvement e.ual to better students

!he sample comprised of 1"00 children from !en 5merican Aities 3e found that


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when parents boosted their involvement in child s school activities the child s

behaviour problems found to be decreased

5detayo and Kiadese (011) investi%ated emotional intelli%ence and parental

involvement as predictors of studentsachievement in financial accountin% 'ata were

collected from 00 senior secondary school students from 2i%eria by usin% survey

method !he results of the study revealed si%nificant relationship between parental

involvement and academic achievement of the students !he findin%s also indicated that

parental involvement predicted studentsachievement in financial accountin%

Kazmi (011) conducted the study to evaluate the impact of fathers style of

dealin% with their children at home and their academic achievements at school !he

sample of the study consisted of "00 students "00 fathers and 0 teachers which were

drawn randomly from urban and rural areas of district /ansehra of a,istan !he

indi%enously desi%ned .uestionnaire was used to collect the data and academic

achievement was ta,en from classroom records !he results of this study revealed

fathers involvement had positive si%nificant relationship with academic achievement

for the academic achievements

!herefore it can be summed up that home environment includin% parental

encoura%ement involvement parental interest behaviour parental aspirations

parentin% s,ills and parentin% styles have direct influence on the academic achievement

of the students arentin% styles are found to be more important that influence

si%nificantly the educational achievement of the students Educated parents provide

conducive home environment that entails parent encoura%ement that proves to be

catalyst in boostin% and maintainin% achievement motivation amon% the students that in

turn influence their academic achievement

Parental Encouragement

'ifferent researches focused on parental encoura%ement and found positive and

si%nificant relationship with academic outcomes of their children (+a,er and


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achievement whereas /au 199> found parental encoura%ement had ne%ative effect on

academic achievement of the students

'ubois et al 199#I Khare 199-I &anders 1998I Kohl et al 000I 3alawah

00-I 5,anle 00>I 'evi and /ayuri 00"I studied family structure and family

environment as %ood determiners of academic success

&hah and &harma 198#I &unitha 00$I +ansal et al 00-I and /oula 010I

e6plored positive and si%nificant relationship between home environment includin%

parental encoura%ement with academic achievement

7amborn et al 1991I &teinber% 199I &hah 199"I etric, and Kim 1998I

3ic,man et al 000I 5,anle 00>I Kazmi 011 emphasised on parental styles and

confirmed si%nificant and positive relationship of authoritative parentin% style with

academic success

/urphy (009) studied parental encoura%ement involvin% parental actions

associated with parentin% styles 5stone and &ara (1991) focused on parental practices

involvin% parental involvement and parental encoura%ement whereas 7a,shmi and

/ina,shi (00-) focused on parental behaviour and found that parental acceptance and

encoura%ement were positively related with academic achievement

Kohl et al (000) and :ari,ai (010) confirmed a positive relationship of

parental education with parental encoura%ement and &in%h (198-) and 2ommay (1988)

revealed that parental encoura%ement influenced co%nitive development of their

childrenwhereas :insbur% and +ronstein (199") and Kazmi (011) found that parental

encoura%ement si%nificantly related with achievement motivation of the students

Parental Encouragement

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Transcript of Parental Encouragement