Forms of Parental Involvement and Their Relationship to Learning Interest among Students from Under-Resourced Families

AUTHOR(S)

MALOU JEAN J. BULANDRES

ABSTRACT

—— This study developed and validated an instrument, identifying the types of parental involvement and how it is correlated with the learning interest of students in under-resourced families in Dipolog City. Data were sampled using a quota sampling method and elementary students in grades four to six whose parents were enrolled in the Pantawid Pamilyang Pilipino Program (4Ps) were sampled. The tool revealed two general constructs, one of autonomysupportive and the other one of controlling parental involvement. The three factors of autonomy supportive involvement, namely responsive communication, promoting self-regulation, and promoting learning choices, and the two factors of controlling involvement, namely high expectations and restrictiveness, are obtained based on the exploratory factor analysis. The autonomy-supportive factors and the restrictiveness factor had a positive predictive value on the learning interest of students, but the high expectations did not (Jensen et al., 2011). These findings contribute our knowledge of the impact of the various parental involvement styles on the intrinsic motivation and academic engagement of the economically disadvantaged students. The validated tool can be used in further studies and interventions that facilitate parental functions in underresource learning settings. Keywords : parental involvement, autonomy-supportive involvement, controlling involvement, exploratory factor analysis, learning interest