Perceived Parental Involvement and Achievement Motivation among School Children: Moderating Role of Perceived Teacher-Child Interaction

Abstract

The current study was conducted to examine the moderating role of perceived teacher child-interactionbetween perceived parental involvement and achievement motivation among students of 9thand 10thclass. Through stratified random sampling technique, 328 students were selected from target population of 1831 students. Sample consisted of an equal ratio ofgovernment and private schools‘ children. Home-Environment Scale (Muthee, 2009), Questionnaire on Teacher Interaction-Student (Wubbles & Levy, 1992) and Achievement Motivation Inventory (Muthee & Thomas, 2009) were used as instruments to collect data. The results showed that there were statistically significant positive relationships among perceived parental involvement, achievement motivation and perceived teacher-child interaction. Further, perceived teacher-child interaction significantly played moderating role between perceived parental involvement and achievement motivation among students. Findings of the current study has its implications for parents, school teachers, educational administrators and school counselors.