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All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal of Educational and Psychological Sciences (IJEPS)
Anierobi, Elizabeth Ifeoma
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Education Languange, Linguistic, Communication & Media Social Sciences

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Students’ Academic Engagement in Secondary Schools: Parental Involvement and Academic Resilience as Predictor Variables Anierobi, Elizabeth Ifeoma; Nwikpo, Mary Nneka; Okeke, Nkechi Uzochukwu; Ezennaka, Anthony Obinna
International Journal of Educational and Psychological Sciences Vol. 2 No. 1 (2024): January 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijeps.v2i1.1207

Abstract

Academic engagement is essential if students must fulfil their academic goals and key to their success. The research employed a correlational research design to assess the extent to which parental involvement and academic resilience can predict the academic engagement of secondary school students in Anambra State. The study was guided by three research questions and tested three null hypotheses at a significance level of 0.05. 19708 senior secondary class two (SS2) students made up the study's population, from which 960 samples were selected using a multi-stage simple random approach. The study employed three instruments, namely the Parental Involvement Questionnaire (PIQ), Academic Resilience Questionnaire (ARQ), and Academic Engagement Questionnaire (AEQ), which were validated by three experts in the field of Educational Psychology. To evaluate the instruments' reliability, the Cronbach Alpha technique was employed, yielding alpha coefficients of 0.72, 0.71, and 0.70 for PIQ, ARQ, and AEQ, respectively. Simple regression analysis was used to test the null hypothesis and simple correlation analysis was used to answer research questions. The results showed that academic engagement is positively correlated with parental involvement and academic resilience. It also demonstrated that parental involvement and academic resilience worked together to enhance secondary school students' academic engagement in Anambra State. The study's conclusions led to the recommendation that parents get active in their children's education to both strengthen their resilience and raise their academic engagement.
The role of social support and academic self-efficacy in enhancing academic engagement among undergraduates Anierobi, Elizabeth Ifeoma; Amjad, Amjad Islam; Ubani, Favour Amarachi; Aslam, Sarfraz; Khasawneh, Mohamad Ahmad Saleem; Alshamsi, Huda
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33999

Abstract

Academic engagement is vital to students’ academic success, especially in higher education settings where motivation and support systems vary widely. This study investigated the influence of social support and academic self-efficacy on academic engagement among undergraduates of Nnamdi Azikiwe University. The main objectives were to determine the extent to which parental and peer support and students’ belief in their academic abilities correlate with their level of academic engagement. A correlational research design was used to guide the study. From a total population of about 20,000 undergraduate students enrolled in the 2023/2024 academic session, a sample of 403 students was randomly selected using a simple random sampling technique to ensure equal representation. Data were collected using three standardized instruments: the social support questionnaire (SSQ), the academic self-efficacy questionnaire (ASEQ), and the academic engagement questionnaire (AEQ). The data were analyzed using SPSS software. Pearson’s product-moment correlation and multiple regression analysis were used to test the research questions and hypotheses. Findings showed significant positive relationships between social support (both parental and peer), academic self-efficacy, and students’ academic engagement. These results highlight the importance of fostering supportive learning environments and building students’ confidence in their academic abilities. Practical implications suggest that universities should implement structured peer mentoring, parental involvement strategies, and workshops that enhance academic self-efficacy to improve student engagement and academic outcomes.
Co-Authors Alshamsi, Huda Amjad, Amjad Islam Aslam, Sarfraz Ezennaka, Anthony Obinna Khasawneh, Mohamad Ahmad Saleem Nwikpo, Mary Nneka Okeke, Nkechi Uzochukwu Ubani, Favour Amarachi