The Typology of Parental Engagement and its Relationship with the Typology of Teaching Practices, Student Motivation, Self-Concept and Academic Achievement

Nor Aniza Ahmad (nor_aniza@upm.edu.my)
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Nor Aniza Ahmad: Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia. Author-2-Name: Siti Aishah Hassan Author-2-Workplace-Name: Faculty of Educational Studies, Universiti Putra Malaysia, Malaysia. Author-3-Name: Abdul Razak Ahmad Author-3-Workplace-Name: Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia. Author-4-Name: Chua Lay Nee Author-4-Workplace-Name: Raja Melewar Teacher Trainee College, Malaysia. Author-5-Name: Nor Hashim Othman Author-5-Workplace-Name: SMK Mambau, Jalan Port Dickson, Malaysia

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Abstract: Objective � The aim of this study is to identify and explore the relationship of parental engagement on teaching practices, student motivation, self-concept and academic achievement. Methodology/Technique � This study applies the perspectives of relevant ecological, socio-cultural and psychological theories. Samples comprise 1075 high school students who were randomly stratified across Malaysia. Data were extracted from questionnaires which were analyzed by Structural Equation Modeling (SEM) AMOS. Findings � Findings show that parental engagement, teaching practices, student motivation and self-concept have a significant relationship with academic achievement. Novelty � This study provides significant implications to the development of theoretical models for parental engagement, teaching practices, student motivation, self-concept and academic achievement in the Malaysian education system.

Keywords: Academic Achievement; Motivation; Parental Engagement; Self-Concept; Teaching Practices. (search for similar items in EconPapers)
JEL-codes: I21 I23 (search for similar items in EconPapers)
Pages: 9
Date: 2016-12-29
New Economics Papers: this item is included in nep-edu, nep-sea and nep-ure
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Citations: View citations in EconPapers (1)

Published in Journal of Management and Marketing Review, Volume 1, Issue 1

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