Economic Demand
PARENTAL GUIDANCE AND LEARNING WILLINGNESS OF BACHELOR OF SCIENCE IN PSYCHOLOGY STUDENTS OF SAN PEDRO COLLEGE
A Thesis
Presented to the Faculty of
San Pedro College
Davao City
In Partial Fulfillment of the Requirements for PSYCH 130:
Psychological Statistics
By:
Masauding, Doreen
Layan, Sheerah Aquino, Tresha
Singco, Phoebe
Dacono, Camille
Alterado, Rielle
Zarate, Amaris
April 2013
CHAPTER 1
PROBLEM AND ITS SETTING
Background of the Study
It has been increasingly recognized in the fields of education and psychology that parents have significant impacts on students’ learning and developmental processes. More recently, research in this area has expanded to examine the associations of parental involvement with student achievement motivation. Knowing how parental guidance can have an impact or influence in the learning willingness of students can help determine how well they will do in their academic performance.
The empirical research originates from a pervading theme in various developmental and social psychological theories that environmental influences shape individuals’ achievement motivation. For example, social cognitive theory of human behaviour and learning emphasizes the view that individuals’ functioning has its foundation in social systems and that environmental factors affect not only what individuals think but also what they do (Bandura, 2005; Schunk & Zimmerman, 2006).
According to Bandura (1997), the social environment can affect an adolescent’s behavior and sense of self-efficacy through vicarious learning experiences and supportive communication because adolescents exist within social systems and are continuously interacting with their caretakers, parents not only influence the development of self-efficacy but also provide observational models that guide adolescents’ adjustment of their self efficacy. When adolescents are encouraged and affirmed of their capability, they are more likely to experience less
A Thesis
Presented to the Faculty of
San Pedro College
Davao City
In Partial Fulfillment of the Requirements for PSYCH 130:
Psychological Statistics
By:
Masauding, Doreen
Layan, Sheerah Aquino, Tresha
Singco, Phoebe
Dacono, Camille
Alterado, Rielle
Zarate, Amaris
April 2013
CHAPTER 1
PROBLEM AND ITS SETTING
Background of the Study
It has been increasingly recognized in the fields of education and psychology that parents have significant impacts on students’ learning and developmental processes. More recently, research in this area has expanded to examine the associations of parental involvement with student achievement motivation. Knowing how parental guidance can have an impact or influence in the learning willingness of students can help determine how well they will do in their academic performance.
The empirical research originates from a pervading theme in various developmental and social psychological theories that environmental influences shape individuals’ achievement motivation. For example, social cognitive theory of human behaviour and learning emphasizes the view that individuals’ functioning has its foundation in social systems and that environmental factors affect not only what individuals think but also what they do (Bandura, 2005; Schunk & Zimmerman, 2006).
According to Bandura (1997), the social environment can affect an adolescent’s behavior and sense of self-efficacy through vicarious learning experiences and supportive communication because adolescents exist within social systems and are continuously interacting with their caretakers, parents not only influence the development of self-efficacy but also provide observational models that guide adolescents’ adjustment of their self efficacy. When adolescents are encouraged and affirmed of their capability, they are more likely to experience less