Document Type : Research
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Faculty member
Abstract
The purpose of this research was to provide a model for predicting academic achievement of distance education students based on parental academic involvement with the mediating role of task value, students' sense of belonging to the university, and academic effort. The study sample comprised 300 undergraduate students of Payame Noor University in Khoy Center in the academic year 2002-2013, who selected by stratified random sampling. The data collection tool was a questionnaire consisting of the task value subscale (Pintrich et al., 1991), sense of belonging (Wang, White, and Eccles, 2011), academic effort (Dupirat and Marin, 2005), and parental academic involvement subscale. Academic achievement also measured by inserting a question about students' academic averages through self-reporting. Advanced correlation schemes (path analysis) used for data analysis. The results of the research generally showed that the dimensions of emotional and behavioral academic engagement influence the relationship between parents' academic involvement and the academic achievement of distance education students. In such a way, the direct effect of parents' academic involvement on students' academic achievement did not confirmed, but parental academic involvement showed a positive indirect effect on academic achievement through the students' sense of belonging to the university, the value of the task, and academic effort. In addition, concerning the direct effect of research variables on academic achievement, the most positive effect related to academic effort. In addition, the value of the task showed the most positive direct effect on academic effort, and the parents' academic involvement showed the most direct effect on the value of the task. Overall, in this research, it showed that parental academic involvement has an indirect effect on the academic progress of distance education students.
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