Investigating the impact of Home-Based Parental Support on key Student Indicators of Motivation, Confidence, Self-Regulation, and Student Discipline in Secondary Schools of District Pishin, Balochistan

Abstract

This study concentrated on parental support at home and how this affects student motivation, confidence, self-regulation, and academic performance in secondary schools in District Pishin, Balochistan. The quantitative survey design allowed the inquiry to be made. The population sample consisted of 620 students and 620 parents, both of whom were randomly sampled. Two structured questions of the Parental Opinion Survey Questionnaire and Student Opinion Survey Questionnaire were the data collection tools. The analysis of the data was aided by statistical packages of social sciences (SPSS) that facilitate descriptive as well as inferential statistics. Results were that there was a significant and positive relationship between regular parent-child discussion in academic activities and student achievement and motivation. The improved student achievement was also linked to academic goal setting by the parents. Lack of parental support was linked to lack of confidence and an increase in academic stress. Moreover, there was also a significant correlation between poor parental awareness and poor self-regulation, as well as poor academic achievement. Results also showed that parents' drop-off was highly correlated with being more timely and more disciplined. The observations of self-study and parental assistance were inconclusive. This paper shows that District Pishin, the calibre consistency and emotional strength of home-based parental support, is a major factor that can contribute towards the growth of students and their performance in academic work.