The Impact of Parental Support for Learning at Home on Academic Achievement, Life Satisfaction: A Comparative Study Using PISA for Development

• In Event: The interplay of socio-cultural dynamics and school environments significantly impacts students' experiences and perceptions.

Proposal

This study delves into the critical nexus between parental support for learning, academic achievement, and life satisfaction, in alignment with the global mandate of Sustainable Development Goal 4 (SDG 4) for inclusive and quality education. Employing data from the Programme for International Student Assessment for Development (PISA-D), this research meticulously examines the correlation between the extent of current parental support for learning at home and its ramifications on educational outcomes in developing countries. The investigation encompasses in-school and out-of-school students from Guatemala, Honduras, Paraguay, and Senegal, revealing a compelling positive association between parental support and academic achievement, as well as life satisfaction. The findings underscore the pivotal role of parental involvement in shaping not only educational attainments but also overall well-being within these unique contexts.

Education, universally acknowledged as a fundamental human right and an integral driver of sustainable progress, is encapsulated by the central ethos of Sustainable Development Goal 4 (SDG 4). The pursuit of enhancing education quality and inclusivity is paramount in realizing SDG 4.1's goal of facilitating equitable access to high-quality primary and secondary education for all children. As a pivotal evaluator of cognitive capacities on the global stage, the Programme for International Student Assessment (PISA) plays an instrumental role. Yet, a notable research void exists concerning academic accomplishments in developing nations. Devising an understanding of the multifaceted factors influencing scholastic success in these contexts is pivotal for shaping future opportunities and national advancement.

Methodology:
This research meticulously scrutinizes the intricate interplay of current parental support for learning at home, academic achievement, and life satisfaction, utilizing robust PISA-D data. By comprehensively encompassing both in-school and out-of-school students, the analysis engenders a comprehensive perspective. Data hailing from Guatemala, Honduras, Paraguay, and Senegal are harnessed, constituting an expansive participant cohort totaling 25,700 individuals, comprising 19,565 in-school scholars and 6,135 out-of-school youth. To unpack the intricate web linking parental support, academic success, and life contentment, the study adroitly employs the methodologies of multiple regression and ordinal logistic regression.

Results and Conclusion:
In a revelatory exploration, the research unveils a palpable and affirmative correlation between the degree of current parental support for learning at home and academic proficiency in mathematics and reading among in-school students across the quartet of nations. Moreover, the nurturing environment fostered by parental support yields a favorable influence on life satisfaction among these scholars. Remarkably, even among out-of-school youths, parental support exerts a positive imprint on academic accomplishment and life contentment, barring the case of Paraguay. This confluence of findings unequivocally underscores the pivotal role of parental engagement as a catalyst for academic success and holistic well-being among adolescents in developing nations. As a clarion call, policymakers are implored to accord precedence to initiatives that galvanize parental involvement, particularly within marginalized communities. The cultivation of a nurturing and supportive learning ambiance within the familial sphere distinctly contributes to the realization of SDG 4.1's aspirations, effectively paving the avenues for sustainable development and an all-encompassing growth trajectory within these dynamic contexts. Achieving educational excellence becomes an endeavor demanding concerted engagement from parents, educators, and policymakers alike

Author

• Soojeong Ahn, UAlbany, SUNY