Comparison of the Effectiveness of Parental Involvement Training in Academic Affairs and Academic Self-Regulation Training for Students on Academic Engagement among Junior High School Students

Ehsan  Khalili; Ramin Tabarraei; Abdolvahid  Davoodi

doi:10.61838/ckp31725

Authors

Ehsan Khalili PhD student in Educational Psychology, Department of Psychology, Qo.C., Islamic Azad University, Qom, Iran Author https://orcid.org/0000-0001-9283-1597
Ramin Tabarraei Department of Psychology, Qo.C., Islamic Azad University, Qom, Iran https://orcid.org/0000-0002-3702-6234
Abdolvahid Davoodi Department of Psychology, Qo.C., Islamic Azad University, Qom, Iran Author https://orcid.org/0000-0001-6515-3604

DOI:

https://doi.org/10.61838/ckp31725

Keywords:

parental involvement training in academic affairs, academic self-regulation training, academic engagement

Abstract

Purpose: This study aimed to compare the effectiveness of parental involvement training in academic affairs with academic self-regulation training for students in improving academic engagement among junior high school students.

Methods and Materials: This study employed a quasi-experimental design with pretest, posttest, and follow-up assessments, involving two experimental groups and one control group. The statistical population consisted of all male junior high school students studying in Famenin County, Hamadan Province, during the 2023–2024 academic year. The study sample comprised three groups of 15 students each, who were selected from Shahid Modarres School through convenience and voluntary sampling and were then randomly assigned to the three groups. Data were collected using Reeve’s Academic Engagement Questionnaire (2013) and analyzed using mixed-design analysis of variance (mixed ANOVA).

Findings: The results showed no significant difference between the effectiveness of parental involvement training in academic affairs and academic self-regulation training in improving students’ overall academic engagement. However, parental involvement training had significant effects on behavioral, agentic, cognitive, and emotional engagement that were maintained through the follow-up assessment, whereas academic self-regulation training had sustained effects on agentic and emotional engagement through the follow-up stage.

Conclusion: Parental involvement training influenced a broader range of dimensions of academic engagement, whereas academic self-regulation training was primarily associated with agentic and emotional engagement. These findings indicate that both approaches can be employed as complementary interventions to enhance the quality of learning and students’ academic investment.

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