BEYOND THE CLASSROOM: HOW PARENTAL INVOLVEMENT CULTIVATES SELF-EFFICACY AND SOCIAL SKILLS IN ELEMENTARY SCHOOL STUDENTS

Abstract

The current research aims at the levels of self-efficacy, parental engagement, and social skills held by elementary school students who attended private school systems, the current study is an attempt to investigate these factors. The goal of the study was also to investigate the predictability of the parameters that were mentioned before and to determine the extent to which they are linked to one another. In order to accomplish the basic objectives of this research study, a total of 120 elementary school students from two distinct private school systems were selected, together with their parents and educational experts. This was done to achieve the primary aims of the experiment. It was decided that the instrument for the study would be comprised of three different surveys. The self-efficacy of the pupils was evaluated using one of the questions, the participation of the parents was evaluated using another questionnaire, and the social skills of the children were evaluated using the third questionnaire. Even though their parents are not highly interested in their education, the data indicate that children who are in elementary school have a high degree of self-efficacy. A high degree of social skills is also possessed by the pupils, despite the fact that they exhibit a moderate level of problematic behaviors. It was also proved by the findings that parental engagement was not a significant factor in determining children' levels of self-efficacy; rather, it was a significant factor in determining students' levels of social skills. The study poses recommendations for teachers, parents, principals, policy makers and future researchers.