Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Proceedings of International Conference on Psychological Studies
F.D. Hutagalung
Faculty of Education, University of Malaya, Wilayah Persekutuan Kuala Lumpur, Malaysia

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Relationship of Parental Involvement with Self-regulation and Academic Achievement of Chinese Primary School Pupils, in Kerian District, Perak Y.C. Chia; F.D. Hutagalung
Proceedings of International Conference on Psychological Studies (ICPSYCHE) Vol. 3 (2022): Proceedings of International Conference on Psychological Studies (ICPSYCHE)
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/icpsyche.v3i.78

Abstract

The purpose of this study was to determine the relationship of parental involvement with self-regulation and academic achievement of Chinese primary school pupils, in Kerian District, Perak. This study employed a quantitative correlational design via google forms to obtain data from 100 participants from parents and pupils. The respondents were required to complete three questionnaires- Parental Involvement in Academic Achievement Among primary schools Questionnaire, Self-Regulation Formative Questionnaire, and Academic Achievement Questionnaire-measure parental involvement, self-regulation, and academic achievement respectively. Data received was then analyzed using SPSS 23.0 to find out if there is a correlation between the three variables. The difference in parental involvement among different parents’ education levels and gender differences in self-regulation were also tested. The findings indicated that the type of parental involvement among Chinese primary school pupils was Communication. The level of self-regulation of the pupils was in the intermediate level. Positive and significant correlations were found between parental involvement, self-regulation, and academic achievement. However, there were no significant gender differences in self-regulation. Overall, the role of parental involvement should be taken into full consideration while examining the relationship between children’s self-regulation level and family issues, since it could create a long-lasting impact on a child’s lives.
RELATIONSHIP OF GRANDPARENTING WITH SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT OF CHINESE PRIMARY SCHOOL PUPILS L.P. Hoon; F.D. Hutagalung
Proceedings of International Conference on Psychological Studies (ICPSYCHE) Vol. 3 (2022): Proceedings of International Conference on Psychological Studies (ICPSYCHE)
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/icpsyche.v3i.82

Abstract

The purpose of this study was to determine the relationship of grandparenting with social competence and academic achievement of Chinese primary school pupils in Kerian, Perak. This study employed a quantitative correlational design via google forms to obtain data from 130 participants from pupils and teachers. The pupils were required to complete two questionnaires- Grandparent-raising grandchildren Scale, Academic Achievement Questionnaire, while the teachers completed Social Competence Scale-Teacher version (SCT)- measure grandparenting, academic achievement, and social competence scale respectively. Data received was then analyzed using SPSS 25.0 to find out if there is a correlation between the three variables and the level of social competence. Gender and age differences in social competence were also tested. Descriptive statistics were being used to determine the level of social competence. Spearman and Pearson’s correlational tests were run to determine the correlation between variables. An independent sample t-test was being applied to identify any differences that may exist between students of different genders in social competence, whereas the Kruskal-Wallis test was being used to identify age differences in social competence. The findings indicated that the level of social competence among Chinese primary school pupils was high. Positive and significant correlations were found between grandparenting and social competence and academic achievement. However, there were no significant gender and age differences in social competence. Overall, current findings emphasized the need to consider the role of grandparenting in association with social competence and academic achievement, since it could create long-lasting impact in a child’s lives.
Co-Authors L.P. Hoon Y.C. Chia