PATH ANALYSIS OF PARENTAL INVOLVEMENT AND CLASSROOM ENVIRONMENT ON STUDENT’S CRITICAL THINKING: ADAPTIVE MOTIVATIONAL FOUNDATION
Keywords:Parental Involvement, Classroom Environment, Critical Thinking, Path Analysis
Education is an immense necessity for everyone. It develops us mentally and intellectually to overcome challenges with rational thoughts. To initiate such abilities, the role of parents and educators has been recognised as a significant factor for student’s academic success. Hence, the present study aimed to examine the impact of parental involvement and classroom climate on student’s critical thinking by using path analysis approach. The sample of 236 students of Class-XII standard was selected by simple random sampling for investigation. Parental Involvement Rating Scale (PIRS) developed by C. Naseema and A. Gafoor, Classroom Learning Environment Inventory by K.S. Misra and Critical Thinking Test constructed by researcher have been used for the collection of data. Product moment correlation coefficient was computed for analysis of data. SPSS AMOS was used to estimate the path coefficients to measure the magnitude of relationship between the predictor variables and criterion variable. The results reveal that there is a significant relationship between parental involvement and student’s critical thinking. It also showed that there is a significant relationship between classroom learning environment and student’s critical thinking. Further it recommended that the collective effort by parents and educators may cultivate an adoptive motivational foundation to enhance student’s critical thinking skills.
I. Adell, M. A. (2002). Estrategias para mejorar el rendimiento academicos des los adolescents. (Strategies for improving academic performance in adolescents). Madrid: Piramide.
II. Alwin, D. and Hauser, R. (1975). The Decomposition of effects in Path Analysis. American Sociological Review, 40, p. 37-47.
III. Banoo S. (1982). Se differences in Parental Press at Several Socio-economic Levels. In the Third Survey of Research in Education (1978-1983), Ed., M.B. Buch (1987) National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi, p. 327.
IV. Berger E. H. (1991). Parental Involvement: Yesterday and Today. The Elementary School Journal, 91, p. 209-219.
V. Choy, S. and Cheah, P. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and learning in Higher Education, 20 (2), p. 198-206.
VI. Coon, H., Carey, G., Fulker, D. W. and Defries, J. C. (1993). Influence of environment on the academic scores of adopted and non – adopted children. Intelligence, 17, p. 79 – 104.
VII. Cooper, J. L. (1995). Cooperative learning and critical thinking. Teaching of Psychology, 22 (1), p. 7-8.
VIII. Epstein (1996). School, family and community partnerships: Overview and International Perspectives, Partnership Conference, Copenhagen, Denmark.
IX. Fan, X. and Chen, M. (2001). Parental Involvement and Students’ Academic Achievement: A Meta-analysis, Educational Psychology Review, 13, p. 1-22.
X. Gustafsson, J.; Hansen, K. Y. and Rosen, M. (2011). Effects of home background on students achievement in reading, mathematics and science at fourth grade. Relationship Report, TMSS & PIRLS 2011nInternational Study Centre, 3, p. 101 – 288.
XI. Harris, A. and Goodall, J. (2009). Engaging Parents in Raising Achievement Do Parents Know They Matter? : Raising Achievement through Parental Engagement, London.
XII. Heise, D. R. (1975). Causal Analysis, available at http://www.faculty. chass.ncsu.edu/garson/Pa765/path.htm, accessed 11 May 2017.
XIII. Hughes, M., Wikeley, F. and Nash, T. (1994). Parents and their Children’s Schools. Blackwell.
XIV. Kate, T. (2013). Parents have big influence on kids’ physical activity, study finds, available at https://m.medicalxpress.com/news/2013-01-parents-big-kids-physical.html, accessed 18 May 2017.
XV. Kate, S.; F., Erin; V., Kerry and Yen, Li (2015). The Influence of Parental Encouragement and Caring about Healthy Eating on Children’s Diet Quality and Body Weights, available at https://www.cambridge.org/core/journals/public-health-nutrition/article/the-influence-of-parental-encouragement-and-caring-about-healthy-eating-on-childrens-diet-quality-and-body-weights, accessed 29 April 2017.
XVI. Kerlinger, F.N. & Pedharzur, F. J. (2009). Multiple Regression in Behavioural Research. New York: Holt Reinehart and Winston.
XVII. Land, K. (1969). Principles of Path Analysis: Sociological Methodology. San-Francisco: Jossey-Bass, available at http://www.en.wikipedia.org, accessed 20 April 2017.
XVIII. Landry, S. (2014). The role of Parents in Early Childhood Learning. Children’s Learning Institute, University of Texas, Health Science Center, USA.
XIX. McWayne, C. (2004). A multivariate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41(1), p. 363-375.
XX. Nworgu, B. G. (2006). Educational Research: Basic Issues and methodology (2nd Ed). Nsukka: University Trust Publishers.
XXI. Ogbemudia, M. I. and Aiasa, M. V. (2013). Influence of home environment on the academic performance of primary five pupils’ in English Language in Orhionmwon Local Government Area of Edo State. Merit Res. J. of Ed. and Rev., 1 (5), p. 120 – 125.
XXII. Safran, D. (1996). The Psychology and Politics of Parental Involvement, Partnership Conference, Copenhagen, Denmark.
XXIII. Scheiner, S. M. (2000). Using Path Analysis to measure Natural Selection. Journal of Evolutionary Biology, 13, p. 423-433.
How to Cite
Copyright (c) 2021 International Education and Research Journal (IERJ)
This work is licensed under a Creative Commons Attribution 4.0 International License.