THE IMPACT OF PERCEIVED PARENTAL AND TEACHER ACADEMIC INVOLVEMENT IN SOCIAL STUDIES ON STUDENTS’ SOCIAL STUDIES ACADEMIC SELF-CONCEPT AND ENGAGEMENT

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This study investigated the impact of perceived parental and teacher academic involvement in social studies on students’ social studies academic self-concept and engagement in social studies. The data were gathered from 501 students at three elementary and three middle schools in Edirne in 2015-2016 academic year. The findings showed that female students perceived more parental academic support and were engaged more in social studies compared to males. Elementary school students as compared to middle school students perceived more parental and teacher academic involvement in social studies, they had more positive social studies academic self-concept and engaged more in social studies. Moreover, school level, perceived parental academic monitoring and perceived teacher academic support in social studies significantly predicted students’ social studies academic self-concepts. Similarly, gender, school level, social studies academic selfconcept, perceived parental academic monitoring, teacher academic monitoring and support in social studies significantly predicted students’ engagement in social studies.

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Social studies , parental academic involvement , teacher academic involvement , social studies academic self , concept , engagement in social studies

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi