Relationship Among Parental Involvement, Children's Well-Being and Academic Achievement at Secondary School Level in Lahore, Pakistan

Abstract

This study examines the relationship among parental involvement, children’s good, and academic achievement among secondary school students in Lahore, Pakistan. Guided by a positivist paradigm, a quantitative research design was employed using an adapted version of the Global School- Based Student Health Survey. A sample of five hundred tenth- grade students was selected through simple random sampling from both public and private secondary schools. The instrument included demographic variables and particulars measuring parental involvement and wellbeing. Descriptive statistics and Spearman’s rank- order correlation analyses were conducted using SPSS. Results indicated a largely significant positive relationship between parental involvement and children’s wellbeing, a significant negative association between parental involvement and academic achievement, and a non-significant relationship between good and academic achievement. The findings emphasize the critical part of parental engagement in shaping children’s psychological good, while suggesting that academic performance may be told by fresh external and contextual factors. Implications for parents, schools, and policymakers highlight the need for cooperative strategies to enhance children’s holistic development. Future research should explore wider geographical surrounds, include schoolteacher perspectives, and incorporate mixed- method approaches to gain deeper perceptivity into the dynamics between parental involvement and students’ issues.

Keywords: Parental involvement, wellbeing, mental health, academic achievement, secondary education.