BECE. Newsletter 

Vol.13, No.1, 2023 1690 

 

 

 

 

Parental Involvement and Learning Power of Second-

ary School Students 

By Fu, G. 
Correspondence to: Gan Fu, Yancheng Teachers University, China. E-mail: 

psyfgan@163.com  

EARNING power, as self-directed learning ability, is essential in the era 

of lifelong learning. Parental involvement is a key factor that influences 

child academic success, and partnerships between families, schools, and 

communities play a significant role in boosting student learning power. 

This study investigated a total of 1,686 students from 12 secondary 

schools in County FN, Jiangsu Province by random cluster sampling, and ob-

tained 1,633 valid questionnaires from 468 seventh, 388 eighth, 288 ninth, 

297 10th, and 192 11th graders. The Secondary School Student Learning 

Power Questionnaire and Parental Involvement Questionnaire were used as 

measurement tools. The Parental Involvement Questionnaire focused on par-

ent-school, parent-child, and parent-community interaction. Student learning 

power was the dependent variable in the study; parental involvement in child 

education in the home, school, and community was the explanatory variables; 

the control variables included student gender and grade, and family capital-

related individual factors such as parents’ education level, school type (urban 

or rural), and parents being migrant workers or not. 

Research findings demonstrated that parental involvement in the 

home had the greatest impact on the learning power of secondary school stu-

dents, followed by parental involvement in the school; that there was a sig-

nificant difference in learning power between urban and rural secondary 

school students, with urban students being far more critical, constructive, 

communicative, and strategic in learning than their rural peers as a result of 

their varied educational opportunities based on distinct family social and 

economic resources; and that the maternal education level had a substantial 

impact on child critical thinking and resilience in learning. 

Given research results, it is recommended that parents should raise 

their awareness of responsibility assumption in child education and increase 

their partnership with the school; that schools should optimize their agency 

in education and encourage parents’ engagement in school activities; and that 

non-profit organizations should be given full play in promoting the develop-

ment of learning power of rural secondary students. 

 

Source: Educational Research and Experiment, 2022; 2022(5):104-112. 

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mailto:psyfgan@163.com