Impact of Parental Socio-economic Status on High School EFL Learners' Academic Achievement: Parents' involvement and support in focus
DOR: 20.1001.1.23223898.2021.9.36.11.7

International Journal of Foreign Language Teaching and Research

دوره 9، شماره 36، مهر 2021، صفحه 135-144   

نوع مقاله: Research Papers

نویسندگان

hamid Sarkhosh¹؛ Maryam Sameri^{* 2}؛ Mohammad Hasani²

¹Department of educational sciences, Islamic Azad University, Urmia , Iran

²Department of Educational Sciences, Islamic Azad University, Urmia, Iran

چکیده

The purpose of this study was to investigate the role of multifactorial socio-educational variables of the family in the structural model of predicting the academic achievement of EFL learners and the mediating roles of parents' involvement and perceived autonomy support. The population of the study comprised all the high school EFL students in Urmia, from which 492 students (262 males and 230 females) were selected as the participants through Cochran's formula and stratified random sampling method. The study was conducted with a correlational design, using structural equation modeling method, and the assessment tools were standard questionnaires. The results of data analysis showed that perceived parental autonomy support, parental socio-economic status, and parents' involvement in education are significantly related to language learners’ academic achievement. Based on this finding, it is claimed that to improve the academic achievement of language learners, these three variables should be taken into consideration and strengthened as facilitating mediators.

کلیدواژه‌ها

Academic achievement؛ parents' involvement؛ perceived parental autonomy support؛ socio-economic status