This study sought to determine the predictive influence of parental involvement on academic self-confidence and academic engagement among junior secondary school students in Awka. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a correlational research design. The population comprised of 560 JS2 students in 5 co-educational public schools in Awka from which a sample of 200 JS2 students were drawn to participate in the study. The instruments used for data collection were three, namely: Parental Involvement Questionnaire (PIQ), Academic Self-Confidence Questionnaire (ASCQ), both structured by the researchers and also Academic Engagement Questionnaire (AEQ) adopted from Hughes et. al’s Academic Engagement Questionnaire. Both validity and reliability of the instruments were determined. After a test retest of the instruments, reliability coefficient of 0.70 was obtained for PIQ, 0.81 for AEQ and 0.72 for ASCQ using Cronbach Alpha method. Findings indicated that parental involvement has a high and positive relationship for both academic self-confidence and academic engagement of junior secondary school students in Awka. Based on the findings, it was recommended that government and school authorities should take advantage of the media and other enlightenment programmes to educate parents on the importance of getting involved in their children’s academic lives. Parents also should make out quality time for their ward’s learning activities and through motivation boost their academic self-confidence.
parental involvement, academic self-confidence, academic engagement, junior secondary school students
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