Perceived Parental School Involvement and Problems Faced by Students: Comparison of Truant and Punctual Students

Article Title: Perceived Parental School Involvement and Problems Faced by Students: Comparison of Truant and Punctual Students

Author(s): Muhammad Aqeel, Uzma Anjum, Humaira Jami, Ali Hassan, and Ambreen Sadia

Institute(s): Department of Psychology, Foundation University Rawalpindi Campus; National University of Modern Languages, Islamabad; National Institute of Psychology, Quaid-i-Azam University, Islamabad.

Journal: Pakistan Journal of Psychological Research, 2016, Vol. 31, No. 1, 241-265

Correspondence Address: Muhammad Aqeel, Department of Psychology, Rawalpindi Campus, Pakistan. Email: aqeel.1924@gmail.com

Abstract

In this study, perceived parental school involvement and problem faced by truant and punctual students were explored. Sample comprised of both truant (n = 100) and punctual students (n = 100) with age range 12-18 years. Student: Thinking About My Homework (Hoover-Dempsey, Walker, & Sandler, 2005) was translated into Urdu for measuring each parents’ school involvement. Urdu translated version of Mooney Problem Checklist (Rana, 1995) was used to study problems faced by students. Findings indicated that school related and self-centered problems were significantly negatively correlated with mothers’ school involvement and fathers’ school involvement for truant students. Results further revealed that truancy (truant and punctual students) was moderator between parental school involvement and problems faced by students. Truant students had more school related and self-centered problems than punctual students that were significantly related to bad parental school involvement.

Keywords. Parental school involvement, adolescents’ problems, school truancy, punctuality, school drop-out, runaways

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