Parental Influence and Students’ Academic Resilience Moderated by Teacher Support in Universal Secondary Education Schools in Luweero District, Uganda
Abstract
The study examined the relationship between parental influence and students’ academic resilience, moderated by teacher support in universal secondary education schools in Luweero district, Uganda. Specifically, the study tested whether parental influence and teacher support predicted students’ academic resilience, and the moderating effect of teacher support on the relationship between parental influence and students’ academic resilience. Based on Cassidy (2016), academic resilience was studied in terms of perseverance, help-seeking behaviour, and positive affect of a student. The study adapted a correlation research design on a sample of 324 senior four students in universal secondary education schools in Luweero district. Data was collected using a self-administered questionnaire. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that parental influence and teacher support positively and significantly predicted students’ academic resilience. Further, the results also revealed that teacher support did not moderate the relationship between parental influence and students’ academic resilience. The study concluded that while teacher support was an insignificant moderator of the relationship between parental influence and students’ academic resilience, parental influence and teacher support are a prerequisite for improving students’ academic resilience. The study recommended that to improve on students’ academic resilience, head teachers need to implement measures that promote parental influence. Further, head teachers need to promote measures that enhance teacher support in order to intensify students’ academic resilience.
Downloads
References
Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39-46. https://doi.org/10.21833/ijaas.2018.09.008
Aloka, P. J. (2023). Academic resilience as predictor of academic adjustment among freshmen in distance learning programme at one public university. Social Sciences and Education Research Review, 10(1), 151-161. https://doi.org/10.5281/zenodo.8151109
Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environments Research, 18, 47-67. https:// doi.org/10.1007/s10984-015-9174-5
Amzil, A. (2023). Academic resilience and its relation to academic achievement for Moroccan university students during the COVID-19 pandemic. International Education Studies, 16(1), 1-7. https://doi.org/10.5539/ies.v16n1p1
Bimerew, M. S., & Arendse, J. P. (2024). Academic help-seeking behaviour and barriers among college nursing students. Health SA Gesondheid, 29, 2425. https://doi.org/10.4102/hsag.v29i0.2425
Blake, J., & Norton, C. L. (2014). Examining the relationship between hope and attachment: A meta-analysis. Psychology, 5, 556-565. http://dx.doi.org/10.4236/psych.2014.56065
Bowlby, J. (1969). Attachment and loss,1. New York: Basic Books.
Brondino, M., Raccanello, D., Burro, R., & Pasini, M. (2020). Positive affect over time and emotion regulation strategies: exploring trajectories with latent growth mixture model analysis. Frontiers in psychology, 11, 501844. https://doi.org/10.3389/fpsyg.2020.01575
Chen, J. Y., & Tu, C. C. (2019). A study on teacher support and learning adaptation among six-year Normal University freshmen: The moderating effect of the hardiness. EURASIA Journal of Mathematics, Science and Technology Education, 15(12),1-10. https://doi.org/10.29333/ejmste/115847
Dagan, O., Groh, A. M., Madigan, S., & Bernard, K. (2021). A lifespan development theory of insecure attachment and internalizing symptoms: Integrating meta-analytic evidence via a testable evolutionary mismatch hypothesis. Brain Sciences, 11(9), 1226. https://doi.org/10.3390%2Fbrainsci11091226
Dagar, V., & Yadav, A. (2016). Constructivism: A paradigm for teaching and learning. Arts and Social Sciences Journal, 7(4), 1-4. http://dx.doi.org/10.4172/2151-6200.1000200
Demirtaş, A. S. (2019). Secure attachment and self-efficacy in early adolescence: The mediating role of hope. Egitim Ve Bilim, 44(200), 174-190. https://doi.org/10.15390/EB.2019.8100
Frisby, B. N., & Vallade, J. I. (2021). Minor setback, major comeback: A multilevel approach to the development of academic resilience. Journal of Communication Pedagogy, 5, 115-134. https://doi.org/10.31446/JCP.2021.2.13.
Hair Jr, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of business research, 109, 101-110. https://doi.org/10.1016/j.jbusres.2019.11.069
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R: A workbook, 197. Springer Nature.
Hair, J., & Alamer, A. (2022). Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. https://doi.org/10.1016/j.rmal.2022.100027
Hardie, B. (2022). What do parents do? Towards conceptual clarity in the study of parental influence on adolescent developmental and behavioral outcomes. New Ideas in Psychology, 66, 100936. https://doi.org/10.1016/j.newideapsych.2022.100936
Johnson, S. M. (2019). Attachment theory in practice: Emotionally focused therapy (EFT) with individuals, couples, and families. New York: Guilford Publications.
Juffer, F., Bakermans-Kranenburg, M. J., & Van IJzendoorn, M. H. [Eds.]. (2023). Promoting positive parenting: An attachment-based intervention. New York: Routledge.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610. https://doi.org /10.1177/001316447003000308
Kural, A. I., & Kovacs, M. (2021). Attachment anxiety and resilience: The mediating role of coping. Acta psychologica, 221, 103447. https://doi.org/10.1016/j.actpsy.2021.103447
Kwarikunda, D., Gladys, N., Muwonge, C. M., SSenyonga, J., & Schiefele, U. (2023). Adjusting to and thriving in a new school: Role of students’ expectations, educational attitudes, and resilience during secondary school transition. International Journal of School & Educational Psychology, 1- 15. https://doi.org/10.1080/21683603.2023.2170939
Li, H. (2017). The ‘secrets’ of Chinese students’ academic success: academic resilience among students from highly competitive academic environments. Educational Psychology, 37(8), 1001- 1014. http://dx.doi.org/10.1080/01443410.2017.1322179
Li, R., Che Hassan, N., & Saharuddin, N. (2023). College Student’s academic help-seeking behavior: A systematic literature review. Behavioral Sciences, 13(8), 637. https://doi.org/10.3390/bs13080637
Ma, Q. (2021). The role of teacher autonomy support on students’ academic engagement and resilience. Frontiers in psychology, 12, 778581. https://doi.org/10.3389/fpsyg.2021.778581
Mallick, M. K. (2016). Academic resilience among senior secondary school students: Influence of learning environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 20-27. http://dx.doi.org/10.21659/rupkatha.v8n2.03
Metheny, J., McWhirter, E. H., & O'Neil, M. E. (2008). Measuring perceived teacher support and its influence on adolescent career development. Journal of Career Assessment, 16(2), 218- 237. https://doi.org/10.1177/1069072707313198
Nabugoomu, J. (2019). School dropout in rural Uganda: Stakeholder perceptions on contributing factors and solutions. Education Journal, 8(8), 185-195. https://doi.org/10.11648/j.edu.20190805. 13
Noor, S., Tajik, O., & Golzar, J. (2022). Simple random sampling. International Journal of Education & Language Studies, 1(2), 78-82. https://doi.org/10.22034/ijels.2022.162982
Nsimbi, J. (2023, March 4). UACE results 2022: Here is full list of top schools with students with 20-in-20 points. UG Standard. https://www.ugstandard.com
Permatasari, N., Rahmatillah Ashari, F., & Ismail, N. (2021). Contribution of perceived social support (peer, family, and teacher) to academic resilience during covid-19. Golden Ratio of Social Science and Education, 1(1), 01–12. https://doi.org/10.52970/grSSe.v1i1.94
Romano, L., Angelini, G., Consiglio, P., & Fiorilli, C. (2021). Academic resilience and engagement in high school students: The mediating role of perceived teacher emotional support. European journal of investigation in health, psychology and education, 11(2), 334-344. https://doi.org/10.3390/ejihpe11020025
Rosenberg, H., Ophir, Y., & Asterhan, C. S. (2018). A virtual safe zone: Teachers supporting teenage student resilience through social media in times of war. Teaching and Teacher Education, 73, 35-42. https://doi.org/10.1016/j.tate.2018.03.011
Roy, M., & Giraldo-García, R. (2018). The role of parental involvement and social/emotional skills in academic achievement: global perspectives. School Community Journal, 28(2), 29- 46. http://www.schoolcommunitynetwork.org/SCJ.aspx
Shaver, P. R., & Mikulincer, M. (2009). An overview of adult attachment theory. Attachment theory and research in clinical work with adults, 17-45.
Shengyao, Y., Salarzadeh Jenatabadi, H., Mengshi, Y., Minqin, C., Xuefen, L., & Mustafa, Z. (2024). Academic resilience, self-efficacy, and motivation: The role of parenting style. Scientific Reports, 14(1), 5571. https://doi.org/10.1038/s41598-024-55530-7
Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8- 12. http://dx.doi.org/10.1097/nur.0000000000000493
Stapleton, L., & Stefaniak, J. (2019). Cognitive constructivism: Revisiting Jerome Bruner’s influence on instructional design practices. TechTrends, 63, 4-5. https://doi.org/10.1007/ s11528-018-0356-8
Thompson, G., Wrath, A., Trinder, K., & Adams, G. C. (2018). The roles of attachment and resilience in perceived stress in medical students. Canadian medical education journal, 9(4), e69. http://www.cmej.ca
Thorsen, C., Yang Hansen, K., & Johansson, S. (2021). The mechanisms of interest and perseverance in predicting achievement among academically resilient and non‐resilient students: Evidence from Swedish longitudinal data. British Journal of Educational Psychology, 91(4), 1481-1497. http://dx.doi.org/10.1111/bjep.12431
Yang, J., Xiu, P., Sun, L., Ying, L., & Muthu, B. (2022). Social media data analytics for business decision making system to competitive analysis. Information Processing & Management, 59(1), 102751. https://doi.org/10.1016/j.ipm.2021.102751
Yu, R., & Singh, K. (2018). Teacher support, instructional practices, student motivation, and mathematics achievement in high school. The Journal of Educational Research, 111(1), 81-94. https://doi.org/10.1080/00220671.2016.1204260
Zhan, Y., Wan, Z. H., Chen, J., & Wang, M. (2023). How is student resilience affected by teacher feedback, teacher support, and achievement goals? A mediation model based on PISA 2018 survey data. The Asia-Pacific Education Researcher, 1- 12. https://doi.org/10.1007/s40299-023-00764-8
Zheng, F. (2022). Fostering students’ well-being: The mediating role of teacher interpersonal behavior and student-teacher relationships. Frontiers in Psychology, 12, 796728. https://doi.org/10.3389%2Ffpsyg.2021.796728
Copyright (c) 2025 Justine Nansamba, Joshua Kimata Kato, Joseph Rwothumio, Wilson Mugizi
This work is licensed under a Creative Commons Attribution 4.0 International License.
