Parenting Style and Peer Influence as Predictors of Academic Engagement of Junior High School Students
DOI:
https://doi.org/10.67167/vertex.577Keywords:
parenting style, peer influence, academic engagement, junior high school students, combine significant influence, multiple linear regressionAbstract
Declining academic engagement among junior high school students remains a persistent problem that warrants investigation into its psychosocial determinants. This study aimed to determine the combined influence of parenting style and peer influence as predictors of students’ academic engagement in Davao City. Employing a quantitative, non-experimental descriptive–correlational research design, the study examined the levels of parenting style, peer influence, and academic engagement, as well as the relationships among these variables. Using Slovin’s formula with a 5% margin of error, a sample of 180 students was selected from a total population of 330. Data were collected through validated survey questionnaires and analyzed using appropriate statistical tools, including mean, standard deviation, Pearson’s Product–Moment Correlation Coefficient (Pearson’s r), and multiple linear regression analysis to determine significant relationships and predictive influence. The findings revealed that students generally exhibited moderate to high levels of Parenting Style, Peer Influence, and Academic Engagement, indicating that they experienced fair to strong parental guidance and peer interactions while actively participating in academic activities. These overall levels provide context for understanding the significant relationships observed between Parenting Style, Peer Influence, and Academic Engagement. Furthermore, the combined effect of Parenting Style and Peer Influence demonstrates that students’ academic engagement is best supported when both family and peer environments provide guidance and encouragement. This means that involving both parents and peers enhances students’ motivation, participation, and overall academic success. These results highlight the important roles of family and peers in fostering students’ engagement in academic activities and provide valuable implications for educators and school administrators in developing programs and interventions that support students’ academic involvement.
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