INVESTIGATING THE EFFECTS OF PARENTS' ENGAGEMENT ON STUDENTS' MOTIVATION TOWARD LEARNING: A CASE STUDY OF CHAMAN

Abstract

Parental engagement erves as a critical catalyst for academic development, yet its dynamics in marginalized, economically vulnerable borderlands remain under-researched. This study investigated the relationship between parental engagement and students' learning motivation in Chaman, Balochistan, Pakistan. Grounded in Self-Determination Theory and Cognitive Evaluation Theory, an explanatory sequential mixed-methods design was utilized. The quantitative phase surveyed 200 primary, middle, and high school students selected via stratified random sampling. The qualitative phase conducted semi-structured interviews with 30 purposively selected parents. Descriptive results revealed that 81.0% of parents set high academic expectations, 78.0% provided a conducive home study environment, 72.5% regularly discussed school activities, and 70.0% assisted with homework. Pearson bivariate correlation established a strong, statistically significant association between composite parental engagement and student motivation (r = .994, p < .001). Simple linear regression demonstrated that parental engagement accounted for 98.8% of the variance in student motivation (R² = .988, F(1, 198) = 16120.14, p < .001). Multiple linear regression revealed that homework assistance (β = .363, p < .001), setting high expectations (β = .277, p < .001), establishing a conducive home study environment (β = .244, p < .001), and discussing school activities (β = .146, p < .001) were significant positive predictors of motivation. Conversely, formal attendance at school meetings and events showed no significant predictive utility (β = -.011, p = .700). Qualitative thematic analysis identified key structural barriers: household poverty (reported by 51.0% of survey respondents), demanding work schedules, low parental educational literacy, and an absence of formal institutional communication frameworks. These findings demonstrate that home-based, academically supportive interactions have a substantially greater impact on learning motivation than formal institutional attendance. Policy initiatives must prioritize flexible communication channels, parent guidance programs, and targeted resource subsidies to support underprivileged families in border areas.