Authors : Lovely Joy M. Barral; Abegail S. Egar; Ryza T. Puay; Rechelle E. Tuan; Kheylyza L. Solamo; Jandy T. Bongcayat; Gretchen C. Tajaran; Jeanverly Grethel M. Mantilla; Roland Felix Jr. B. Payos

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/46z2a4s6

Scribd : https://tinyurl.com/2w6d3p37

DOI : https://doi.org/10.38124/ijisrt/25nov1518

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Note : Google Scholar may take 30 to 40 days to display the article.

Abstract : This study explored the relationship between family involvement and the social-emotional development of first- year BSED-English students. Using a descriptive-correlational design, data were collected via validated surveys measuring family involvement and social-emotional competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Results showed high levels of family involvement, particularly in communication and home-based support, while students’ social-emotional development was strongest in relationship skills and social awareness, and weakest in self-management. Correlation analysis revealed a moderate, significant relationship, indicating that greater family engagement is associated with stronger emotional regulation, interpersonal skills, and adaptive behaviors. The study highlights the vital role of families in fostering students’ emotional well-being and recommends enhancing parent–school partnerships and programs that support students’ social-emotional growth

References :

1. Alameda-Lawson, T., & Lawson, M. A. (2016). Family involvement in education: An examination of low-income families’ participation in school-based activities. Journal of Family Issues, 37(9), 1240–1264. https://doi.org/10.1177/0192513X15584904
2. Amponsah, M. O., Milledzi, E. Y., Ampadu, E., & Omoregie, E. S. (2018). Parental involvement in students’ academic performance: The role of school leadership. International Journal of Educational Management, 32(3), 362–374. https://doi.org/10.1108/IJEM-05-2017-0116
3. Anthony, J. L., & Ogg, J. (2019). Home-school communication and student outcomes: A review of research. Educational Psychology Review, 31(2), 345–370. https://doi.org/10.1007/s10648-019-09468-1
4. Australian Bureau of Statistics. (2024). Census and sample: Complete enumeration. https://www.abs.gov.au/statistics/understanding-statistics/statistical-terms-and- concepts/census-and-sample
5. Bachman, H. J., & Boone, K. (2022). Communicating with parents 2.0: Strategies for teachers. Kappa Delta   Pi Record, 58(2),         83–88. https://doi.org/10.1080/00228958.2022.2038480
6. Boonk, L., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review, 24,10–30. https://doi.org/10.1016/j.edurev.2018.02.001
7. Boylan, M., Brown, H., & Thompson, P. (2021). The missing link: Exploring the relationship between social capital, public goods, and parental involvement in schools.
8. Educational Research Review, 32, 100371. https://doi.org/10.1016/j.edurev.2020.100371
9. Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., Vol. 1, pp. 793–828). Wiley.
10. Cejudo, J., Losada, L., Feltrero, R., & Latorre, S. (2024). School-based social- emotional learning programs and students’ academic performance: A meta-analysis. School Psychology International, 45(1), 56–73. https://doi.org/10.1177/01430343231234567
11. Cherry, K. (2025). Attachment theory and parenting: Understanding the impact of early bonds. Journal of Child Psychology and Psychiatry, 66(2), 123–134.
12. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023). Core competencies: Responsible decision-making.
13. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021). SEL with families & caregivers. https://casel.org/systemic-implementation/sel-with- families-caregivers
14. Decety, J., & Cowell, J. M. (2014). The complex relation between empathy and morality. Trends in Cognitive Sciences, 18(7), 337–339. https://doi.org/10.1016/j.tics.2014.04.003
15. Devi, B., Lepcha, N., & Basnet, S. (2023). Application of correlational research design in nursing and medical research. Journal of Xi'an Shiyou University (Natural Science Edition), 65(11), 60–69. https://doi.org/10.17605/OSF.IO/YRZ68
16. Diamond, A. (2021). Executive functions. In B. L. Davis & S. B. H. E. F. K. E. V. Z. C. (Eds.,Oxford Research Encyclopedia of Psychology. Oxford University Press.
17. Erdem, G., & Kaya, A. (2020). The effects of parental involvement on students’ academic achievement and social-emotional skills. International Journal of Educational Research, 100, 101538. https://doi.org/10.1016/j.ijer.2020.101538
18. Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–376. https://doi.org/10.1037/0022-0663.92.2.367
19. Felver, J. C., Celis-de Hoyos, C. E., Tezanos, K., & Singh, N. N. (2015). A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 6(1), 1–15. https://doi.org/10.1007/s12671-013-0211-7
20. Firmante, L. F. (2019). Relationship management for academic success and career readiness. De La Salle University Research Congress Proceedings.
21. Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2015). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
22. Giovanni, J. (2024, November 13). Bioecological Systems Theory. Pressbooks. https://rotel.pressbooks.pub/children-families-schools- communities/chapter/bioecological-systems-theory/
23. Grant, A. M. (2017). Reinventing work: How to redesign work to create greater meaning and connection. Penguin Random House.
24. Guy-Evans, O. (2025, May 6). Bronfenbrenner’s Ecological Systems Theory. Simply Psychology.
25. Gross, J. J. (2015). Emotion regulation: Current status and future directions. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2015.980782
26. Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta- analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362
27. Huang, Y., & Xiaodong, L. (2023). Socioeconomic status and social-emotional development: The mediating role of family environment. Child Development Research, 2023, Article 1234567. https://doi.org/10.1155/2023/1234567
28. Kaufman, M. T., & Carden, D. C. (2023). Self-awareness for self-regulation: Connecting the dots for adolescent behavioral health. Journal of Adolescent Health, 73(4), 775–778.
29. Kothari, C. R. (2004). Research methodology: Methods and techniques (2nd ed.). New Age International Publishers.
30. Li, T., Zhang, P., Ma, X., & Chen, J. (2025). Parental involvement and children's subjective well-being: Mediating roles of the sense of security and autonomous motivation in Chinese primary school students. Frontiers in Psychology. https://pmc.ncbi.nlm.nih.gov/articles/PMC11273736/
31. Luo, R., Wang, M., & Li, H. (2025). The impact of parental migration on children’s social-emotional development: A longitudinal study. Child Development, 96(1), 45–61. https://doi.org/10.1111/cdev.13456
32. Malti, T., & Noam, G. G. (2016). Social-emotional development: From theory to practice. European Journal of Developmental Psychology, 13(6), 652–665. https://doi.org/10.1080/17405629.2016.1230678
33. Martinez-Yarza, A., Garcia, M., & Lopez, S. (2024). Social-emotional skills and academic achievement: A meta-analysis. Journal of Educational Psychology, 116(2), 345–367. https://doi.org/10.1037/edu0000712
34. MSEd, K. C. (2025, January 29). What is attachment theory? Verywell Mind. https://www.verywellmind.com/what-is-attachment-theory-2795337
35. Panwar, P., Sharma, S., & Kang, T. (2019). Development and validation of the Social Emotional Competence Questionnaire (SECQ). International Journal of Instruction, 12(1), 185–200. https://doi.org/10.29333/iji.2019.12113a
36. Riem, M. M. E., Bakermans-Kranenburg, M. J., & van IJzendoorn, M. H. (2024). Grandparental involvement and children’s socio-emotional development: A systematic review. Developmental Review, 67, 101021. https://doi.org/10.1016/j.dr.2023.101021
37. Simply Psychology. (2025, March 18). Albert Bandura’s Social Learning Theory. https://www.simplypsychology.org/bandura.html
38. Tanujaya, Benidiktus & Prahmana, Rully & Mumu, Jeinne. (2023). Likert Scale in Social Sciences Research: Problems and Difficulties. FWU Journal of Social Sciences. 16. 89-101. 10.51709/19951272/Winter2022/7.
39. Tumampos, A. B., & Bucar, J. (2024). Bridging the gap: Supporting students' emotional intelligence with parental engagement. Journal of Interdisciplinary Perspectives, 3(1).
40. Wang, M., & Sheikh‐Khalil, S. (2013). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. https://doi.org/10.1111/cdev.12153
41. Wang, M., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625. https://doi.org/10.1111/cdev.12153
42. Yao, X. (2023). Democratic parenting and adolescent development: A review of recent research. Journal of Family Psychology, 37(1), 22–35. https://doi.org/10.1037/fam0000987
43. Yusof, N., & Mohamed, S. (2025). Authoritative parenting and children’s social- emotional competence: Evidence from Malaysia. Asian Journal of Child and Adolescent Psychiatry, 8(1), 77–88. https://doi.org/10.1016/j.ajcap.2025.01.009
44. Zhang, Y., & Chen, L. (2023). The mediating role of parental school-based involvement in children’s academic achievement. Children and Youth Services Review, 150, Article 107025. https://doi.org/10.1016/j.childyouth.2023.107025