المشاركة الوالدية المدركة كمنبئ بالتحصيل الدراسي و الكفاءة الذاتية الأكاديمية لدى طلاب المرحلة الثانوية بمدارس العلوم الشرعية بالمدينة المنورة

الملخص EN

The study aims at investigating the parental involvement dimensions (feelings and expectations, school systems awareness, supporting children in school tasks, and school follow-up), that were the most contributors to academic self-efficacy and academic achievement in a sample of high school students, enrolled in the Islamic sciences schools in Medina.

Sample of the study consisted of (182) students.

The study instruments included the parental involvement scale and the academic self efficacy scale (Wentzel, 2013).

Findings of the study revealed the predictability of academic self-efficacy and academic achievement via knowing the parental involvement dimensions.

The dimension of feelings and expectations was the best predictor, among parental involvement dimensions, of academic self- efficacy, contributing (47.2 %), followed by the dimension of school follow-up, which contributed (31.4 %), then the dimension of school systems awareness, contributing (29.9 %).

Findings revealed, also, that the dimension of feelings and expectations contributed to the prediction of academic achievement by a ratio of (46.5), followed by the dimension of school systems awareness, which contributed by (14.2 %).