Impact of Parental Care and Social Emotional Learning on Academic Performance: A Case

Abstract

This study investigates the impact of parental care and social emotional learning (SEL) on the academic performance of middle school students. The research involved a focus group of 20 students, utilizing surveys and academic performance records to gather data. Quantitative analysis revealed significant positive correlations between parental care and academic performance (r = 0.65), SEL and academic performance (r = 0.70), and the combined effect of parental care and SEL on academic performance (r = 0.80). Descriptive statistics further highlighted moderate to high levels of parental involvement (mean = 3.8, SD = 0.5) and strong SEL skills (mean = 4.0, SD = 0.6) among participants, with generally good academic performance (mean = 85, SD = 7). Qualitative analysis identified themes of increased academic motivation, higher self-efficacy, and positive school experiences among students with high levels of parental involvement and SEL skills. The findings underscore the critical role of both parental care and SEL in enhancing academic performance, suggesting that fostering these factors can lead to improved educational outcomes. This study highlights the importance of collaborative efforts between educators and parents to support students' academic success through enhanced parental involvement and SEL initiatives.